At Coldfall Primary School we encourage pupils, parents and staff to travel to school by cycling, scooting and walking wherever possible. To help with this we work with Transport for London to help make sustainable and active travel easier for everyone. (At present we have our Gold STARs award from TFL which we are keen to maintain.)

We have six Year 5 Junior Travel Ambassadors (JTAs) made up of keen pupils whose job it is to make travelling to school safer and more active. They help organise and run associated events as well as carry out surveys and report back to our Star Squad, other members of the school community and TfL.

This school travel policy explains how we encourage active travel to school. For pupils unable to come by foot, scooter or bike, we like to encourage use of public transport, car-share or use of the 5 or 10 minute walk zone.

Some of the benefits of active travel:

• Improving both mental and physical health through physical activity
• Establishing positive active travel behaviour
• Promoting independence and improving safety awareness
• Reducing congestion, noise and pollution in the community
• Reducing the environmental impact of the journey to school.

 

To encourage pupils to cycle, scoot or walk to school frequently the school will:

• Actively promote cycling, scooting and walking as a positive way of travelling
• Celebrate the achievements of those who cycle, scoot and walk to school
• Provide cycle and scooter storage on the school site
• Provide high quality cycle training to all Year 6 pupils who wish to participate.
•  

To make cycling, scooting and walking to and from school a positive experience for everybody concerned, we expect our pupils to:

• Wear a cycle helmet
• Ride and walk sensibly and safely and to follow the Highway Code and Green Cross Code using patrol personnel, zebra crossings etc when available
• Check that their bicycle or scooter is roadworthy and regularly maintained
• Behave in a manner which shows them and the school in the best possible light and to consider the needs of others when cycling or scooting
• Ensure they can be seen by other road users, by using lights and wearing high-visibility clothing, as appropriate
• Dismount bicycles and scooters at the school gate and walk inside the school grounds.

 

For the well-being of our pupils, we expect parents and carers to:

• Encourage their child to walk, cycle or scoot to school whenever possible
• Encourage their child to take up opportunities to develop their competence and confidence in cycling or scooting
• Consider cycling, scooting and walking with their child on the school run; possibly joining with other families as a ‘cycle train’
• Provide their child with equipment such as high-visibility clothing, lights, a lock and essentially a cycle helmet as appropriate
• Ensure that the bicycles and scooters ridden to school are roadworthy and regularly maintained.

 

Please note:  The decision as to whether a child is competent to cycle, scoot or walk safely to and from school rests with the parent(s)/carer(s). The school has no liability for any consequences of that decision. Parents are advised to take out appropriate insurance cover for bikes (check home insurance) as the school’s insurance does not cover any loss or damage to bicycles and scooters. They are left entirely at the owner’s risk. We therefore recommend that bikes and scooters are padlocked appropriately and collected at the end of each day.

April 2023

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.

Lettings

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.

 

April 2023                                       

COMMUNICATIONS AND MEETINGS POLICY

April 2023

Status: Non -Statutory

Introduction

We believe that clear, open communication between the school and parents/carers has a positive impact on pupils’ learning because it:

• Gives parents/carers the information they need to support their child’s
• Helps the school improve, through feedback and consultation with parents/carers
• Builds trust between home and school, which helps the school better support each child’s educational and pastoral needs

The aim of this policy is to promote clear and open communication by:

• Explaining how the school communicates with parents/carers
• Setting clear standards for responding to communication from parents/carers
• Helping parents/carers reach the member of school staff who is best placed to address their specific query or concern so they can get a response as quickly as possible.

In the following sections, we will use ‘parents’ to refer to both parents and carers

Dignity at Work

• Parents, Pupils and Staff have a right to be treated with dignity and respect in the workplace.
• Conduct at all times should encapsulate the values of Respect, Care, Integrity and Trust

Roles and responsibilities

Head Teacher

The Head Teacher is responsible for:

• Ensuring that communications with parents are effective, timely and appropriate
• Regularly reviewing this policy

Staff

All staff are responsible for:

• Responding to communication from parents in line with this policy
• Working with other members of staff to make sure parents get timely information (if they cannot address a query or send the information themselves)

To protect their work-life balance, staff will not respond to communications outside of school hours- 8.00am until 1800 hours or their working hours (if they work part-time), or during school holidays.

Contacting the School

Telephone

Please use the main reception number to leave a message for a teacher to contact you:

• Office staff will relay messages to teachers as soon as possible.
• If a call is urgent, please inform the school receptionist who will attempt to find a senior member of staff to speak to you.
• We will try to respond to you within three working days, if not the same day.
• Please note lessons will never be interrupted for teachers to take calls.
• You are not permitted to record the telephone call, and if you do so covertly the Governing Body will not allow you to use any such recordings as evidence in a complaint.

Email

Please also note that we do not expect staff to be constantly available via email, or to have extensive contact with parents via this medium. We operate an email curfew to protect staff work – life balance, and do not expect staff to respond either frequently or in detail to an email from a parent. Staff have been advised that it is better to call you to discuss your queries or concerns, or to speak with you in person. Staff have been asked to advise their line manager if they receive frequent or lengthy email communications from a parent, who will reinforce our policy. We thank you in advance for your support and cooperation in this respect.

Parents/Carers are not able to email staff directly (with the possible exception of the SENCO). Parents should send all emails to the school office, marked for the attention of the relevant member of staff:

• Teachers are not in a position to check emails consistently throughout the day and the school does

not expect work email to be checked during a teacher’s personal time.

• We aim to respond to you as soon as possible and within three working days. Part-time staff may

take longer to reply.

Meetings

The day-to-day care, welfare and safety of your child is managed by the person who is placed closest to them. In the first instance, please approach the following members of staff who are responsible for your child in the following order:

1) Classroom Teacher (if query is relevant to a specific subject)

2) Year Team Leader (if query is relevant to a specific subject)

3) Deputy Head Teacher or Assistant Head Teacher

4) Head Teacher

• Meetings should always be pre-arranged with members of staff.
• If you urgently need to see someone, for instance, if there is a serious family emergency or a child

protection issue, please phone ahead and the office staff will do their best to find a senior member of staff to see you.

• For non-urgent meetings we will aim to meet with you within five working days. The school will determine the level of urgency at its discretion, to enable it to manage multiple demands.
•  

Meeting conduct expectations

We expect meetings to be conducted in cordial terms, even if you are unhappy with the school. We will listen to your concerns and try to resolve them. You will be expected to use a cordial and low tone, and not raise your voice towards the staff. You are not permitted to record the meeting, and if you do so covertly the Governing Body will not allow you to use any such recordings as evidence in a complaint. If the staff cannot immediately resolve your concern they will give you a timeframe for when they will feed back to you. A set of brief notes will be kept of the meeting (a PMR – parent meeting record).

Ground rules that support a conducive and productive environment which are based on:

• letting everyone participate,
• listening with an open mind,
• thinking before speaking,
• attacking the problem and not the person

Contacting You

Our preferred method of contacting you is via parent mail/ text message, for generic events (trips, school closures, special reminders, and initiate an ‘Attendance Call’ if your child is not present in class when the register is taken. Staff will contact you by phone in preference to email, in order to discuss progress and behaviour or arrange a meeting.

School Website & Social Media

Coldfall Primary School observes the DfE guidance as detailed in ‘What maintained schools must publish on their websites [ https://www.gov.uk/guidance/what-maintained-schools-must-publish-online]

We use our School website to inform parents of school dates, calendar events, policies and procedures and subject information and generic educational information. All parents who are signed up to Parent mail will receive the monthly newsletter, Headlines.

Communication strategy for persistent correspondents

If an individual’s behaviour is causing a significant level of disruption, regardless of whether or not they have raised a complaint, the school can implement a tailored communication strategy. For example:

• restrict the individual to a single point of contact via an email address
• limit the number of times they can make contact, such as a fixed number of contacts per term

However, regardless of the application of any communication strategy, the school will provide parents and carers with the information they are entitled to under The Education (Pupil Information) (England) Regulations 2005, within the statutory time frame.

No Response

If you have not received a response from the school within three working days, please contact the school by emailing office@coldfall.haringey.sch.uk and we will follow up on your inquiry. Communication with parents and carers is important to us, and we will continue to monitor this policy and our approach to improve the process further.

Communications between staff and students

We do not permit staff to directly email our students. This is to safeguard both staff and students.

Reminders for staff

• A data subject can request any and all information written about them, including emails, and the employer can make a search of staff school emails at any time, without notice or permission.
• An email is a legal contractually binding way to make a commitment. Staff should ensure they do not make commitments, either on their own behalf or on behalf of the school.
• All email language and content should follow professional etiquette standards at all times.
• Staff must follow all safeguarding and professional standards at all times in the actions and content

within the emails.

Online Meetings

Coldfall Primary School will use Zoom for video conferencing.

Setting up

• No 1:1s video sessions, groups only
• Only use the school-allocated platform
• Check that the link is running in an incognito tab (or equivalent) to make sure it isn’t public.
• Set up two-factor authentication. Generate a random meeting ID when scheduling event and send a password to join. Send the invitation out with the ID and password.
• Never start without another member of staff in the ‘room’ and without other colleagues/the school being aware of the session.
• Make sure only the invited/pre-approved participants are included in the video conferencing session.
• Aim to work from a quiet space where others are unlikely to walk by or interrupt. If you need to switch off the camera or mute the microphone, do so.
• Make sure everyone is aware that a recording is being made and to whom it will be available.
• Remind participants about the safeguarding policy and reporting process. Remind the participants about expectations and behaviours required during the video conferencing session and beyond.
• Language must be professional and appropriate.

 

Coldfall Primary School Complaints Policy

Contents

 

• Section A – Introduction
• Section B – Making a complaint
• Section C – The complaints procedure
• Section D – Particular circumstances affecting complaints

 

 

Section A – Introduction

 

Coldfall Primary School (‘the School’) welcomes feedback both positive and negative from all stakeholders and recognises that any dissatisfaction ought to be addressed promptly and reasonably.

 

It is in everyone’s interest that any dissatisfaction is resolved at the earliest opportunity. Many issues can be resolved informally, without the need to follow the formal stages of the complaints procedure.

 

This policy therefore differentiates between dissatisfaction expressed, usually informally, as a “concern” and dissatisfaction that is raised as a formal complaint against the School.

 

Raising concerns

 

A concern may be defined as ‘an expression of worry or doubt over an issue considered to be important for which reassurances are sought’.

 

A concern can be raised in person, in writing or by telephone and by a third party as long as they have appropriate consent to do so.

 

Concerns should be raised with either the class teacher, Year Team Leader or member of the School office staff if the concern is unrelated to classroom practice.

 

If the individual raising the concern has difficulty discussing the concern with a particular member of staff, the School’s Complaints Coordinator (who can be contacted by email at office@coldfall.haringey.sch.uk) will refer the matter to another staff member. This member of staff may be more senior but does not have to be. The ability to consider the concern objectively and impartially is more important.

 

The School takes all concerns seriously and will make every effort to resolve the matter as quickly as possible.

 

Where the dissatisfaction cannot be resolved informally then the formal complaint procedure set out below should be followed.  (Note that raising any matter informally as a concern is not a pre-condition to invoking the complaints procedure.)

 

The scope of this policy

 

This policy covers all concerns or complaints about any provision of educational or community facilities or services by the School other than those matters that are dealt with under other statutory procedures, including all matters listed in Appendix 1 to this policy.

 

This policy is primarily aimed at parents and carers of children who are registered at the School, but it is not limited to them. Any member of the public or interested party may raise a concern or make a complaint about any provision of facilities or services that the School provides.

 

 

Section B:  Making a complaint

 

For ease of reference, in this policy the person who make a complaint is referred to as ‘the Complainant’.

 

A complaint can be made in person, in writing or by telephone.   Complaints may also be made by a third party acting on behalf of the Complainant, as long as they have appropriate consent and authority to do so.

 

Ideally, complaints should be made in writing so that there is certainty over the nature of the complaint being made.

 

For ease of use, a template complaint form is included at Appendix B to this policy.  If help is required to complete the form, the Complainant may request assistance from the School office or from any third party organisations, for example, Citizens Advice.

 

In accordance with equality law, the School will consider making reasonable adjustments if required, to enable Complainants to access and complete this complaints procedure: for example by providing information in alternative formats, assisting Complainants in raising a formal complaint or holding meetings in accessible locations.

 

The School will process complaints made verbally but in order to avoid any delay in processing the complaint, in such cases the School requests that the Complainant provide as much information as possible and make it clear that the issue raised is a formal complaint.    In the case of complaints made verbally, the School will ordinarily provide the Complainant with a written summary of the complaint and ask the Complainant to confirm same.

 

Submitting the complaint

 

Complaints should be submitted to the School’s Complaints Coordinator either by e-mail at office@coldfall.haringey.sch.uk, by hand or by post addressed to the Complaints Coordinator care of the School office, except in the following circumstances:

 

 

• Complaints against School staff (except the Head Teacher) should be made in the first instance to the Head Teacher via the School office (or by e-mail to n.hardingrickards@coldfall.haringey.sch.uk) and should be marked “private and confidential”.

 

• Complaints that involve or are about the Head Teacher should be addressed to the Chair of governors, via the School office (or by e-mail office@coldfall.haringey.sch.uk ) and marked “private and confidential”.

 

• Complaints about the Chair of Governors, any individual governor or the whole governing body should be addressed to the clerk to the governing body via the School office, (or by e-mail to office@coldfall.haringey.sch.uk), again, marked “private and confidential”.

 

Please note that Complainants should not approach School governors in person to make complaints. School governors have no power to act on an individual basis and disclosure of the nature of a complaint to a School governor will usually disqualify that governor from any participation in Stage 2 of the complaints procedure.

 

Timescales

 

Complainants must submit the complaint to the School within three months of the incident giving rise to the complaint, or, where the complaint arises out of a series of connected incidents, within three months of the last of these incidents. The School will only respond to complaints made outside of these time limits if the School considers that exceptional circumstances apply.

 

Complaints made outside of term time will be treated as having been received on the first School Day after the holiday period.  (In this policy “School Day” means a day on which the School is open and children are attending in their classes for the purposes of education.)

 

Resolving complaints

At each stage in the complaints procedure the School will use its best endeavours to resolve the complaint. If appropriate, the School will acknowledge that the complaint is upheld in whole or in part, or that it is not upheld. In addition, the School may offer one or more of the following:

 

• An explanation;
• An acknowledgement that the situation could have been handled differently or better;
• An assurance that the School will try to ensure that the events giving rise to the complaint will not recur;
• An explanation of the steps that have been or will be taken to help ensure that the events giving rise to the complaint will not happen again and an indication of the timescales within which any changes will be made;
• An undertaking to review School policies in light of the complaint;
• An apology.

 

 

 

Withdrawal of a complaint

 

If a Complainant wants to withdraw the complaint in whole or in part at any time, this should be confirmed in writing to the School.

 

 

Section C:  The complaints procedure

 

The School’s procedure for complaints is divided into two stages as follows:

 

Stage 1

 

When the School receives a complaint in accordance with Section B of this policy, the Head Teacher will record the date the complaint is received and will acknowledge receipt of the complaint to the Complainant in writing (either by letter or email) within 5 School Days. Within this acknowledgement if appropriate, the Head Teacher may seek to clarify the nature of the complaint and invite the Complainant to indicate what remains unresolved and what outcome the Complainant would like to see. The Head Teacher may consider whether a face to face meeting would be the most appropriate means of achieving any necessary clarification of the complaint.

 

As soon as is practicable and no later than 10 School Days after the complaint is received by the School in accordance with Section B of this policy, the Head Teacher will commence an investigation into the complaint. If appropriate, the Head Teacher may delegate the investigation to another member of the School’s senior leadership team but not the decision to be taken.

 

During the investigation, the Head Teacher (or investigator) will:

 

• If necessary, interview those involved in the matter and/or those complained of, allowing them to be accompanied if they wish;

• Keep a written summary record of any meetings/interviews in relation to the investigation.

 

At the conclusion of the investigation, the Head Teacher will provide a formal written response to the Complainant within 15 School Days of the date that the School received the complaint in accordance with Section B of this policy. If the Head Teacher is unable to meet this deadline, the Head Teacher will provide the Complainant with an update and revised response date.

 

The written response will detail any actions taken to investigate the complaint and provide a full explanation of the decision made in relation to the complaint and the reason(s) for it. Where appropriate, the response will include details of actions the School will take to resolve the complaint.

 

The Head Teacher will also advise the Complainant of how to escalate the complaint to Stage 2 should they remain dissatisfied with the outcome of Stage 1.

 

If the complaint is about the Head Teacher or a member of the governing body (including the Chair or Vice-Chair), a suitably skilled governor will be appointed to complete all of the actions required by Stage 1.

 

If the complaint is jointly about the Chair and Vice chair, or the entire governing body, or the majority of the governing body, Stage 1 will be conducted by an independent investigator appointed by the governing body.  At the conclusion of its investigation, the independent investigator will provide a formal written response.

 

All communications emanating from the School in connection with Stage 1 will be marked “Complaint – Stage 1”.

 

Stage 2

 

If the Complainant is dissatisfied with the outcome of Stage 1 and wishes to take the matter further, they can escalate the complaint to Stage 2 – a meeting with a Complaints Panel appointed by the School’s governing body (‘the Panel’).

 

A request to escalate to Stage 2 must be made to the School’s Complaints Coordinator via the School office, within 10 School Days of the Complainant’s receipt of the Stage 1 written response from the Head Teacher (or investigator).

 

Requests to escalate to Stage 2 received outside of this time frame will only be considered if the School considers that exceptional circumstances apply.

 

The  School’s Complaints Coordinator will record the date the Stage 2 request  is received and acknowledge receipt to the Stage 2 request  in writing (either by letter or email) within three School Days.

 

The Panel

 

The Panel will be formed of three impartial governors from the School’s governing body.   Unless there are any reasonable grounds for doubt, such grounds to be notified promptly to the School, the impartiality of the governors on the Panel will be assumed if the governors have no prior knowledge of the substance of the complaint and no pre-existing relationship of any kind with the Complainant and the Complainant’s immediate family. The Panel will decide amongst themselves who will act as the chair and will make arrangements to appoint an independent clerk to the Panel (‘the Clerk’).   The Clerk is independent of the School and the Panel and has no involvement in the Panel’s decision making in connection with the complaint.

 

If there are fewer than three impartial governors available, the Clerk will source any additional, independent governors through another local school or through the local authority’s governor services team, in order to make up the Panel.

 

The names of the Clerk and of the governors forming the Panel will be notified to the Complainant and the School as soon as their appointments are confirmed. Thereafter all communications made in connection with the Stage 2 complaint should be copied to the Clerk, the Panel, the Complainant and the School.

 

The Panel  will decide whether to deal with the complaint by inviting the Complainant to a meeting or through written representations, but in making this decision the Panel will be sensitive to the Complainant’s needs.

 

Arranging the Panel meeting

 

If a Panel meeting is required the procedure will be as follows:

 

The Clerk will write to the Complainant to inform them of the proposed date for the meeting which should be within 20 School Days of receipt by the School of the Stage 2 request. If this is not possible, the Clerk will provide an anticipated date and keep the Complainant informed.

 

If the first proposed date is inconvenient for the Complainant the Clerk will promptly propose an alternative date.

 

If the Complainant rejects both proposed dates without good reason, the Panel will then proceed to consider the complaint on the basis of written submissions only.

 

If a Panel meeting takes place then the venue for the meeting will usually be a convenient and accessible location on the School’s premises, unless the Panel reasonably considers that an alternative venue would be more appropriate.

 

At least 10 School Days before the date fixed for the Panel meeting, the Clerk will confirm and notify the Complainant of the date, time and venue of the meeting.  (Ordinarily a full day will be allowed for the purposes of the meeting although the Panel are not bound to use the full day.)

 

Any written material to be considered by the Panel must be circulated to the Clerk, the Panel, the Complainant and the School at least 5 School Days before the date of the meeting.

 

At least 5 School Days before the meeting the Complainant and the School should provide to the Panel and to each other:

 

• The names of their proposed representatives at the Panel meeting (i.e. the people who are expected to do most of the speaking on the Complainant/School’s behalf).

 

• The names of the individuals who will be attending the meeting as witnesses.

 

In addition, at the meeting the Complainant may bring someone along to provide support. This can be a relative or friend.

 

If the Complainant or the School require the Clerk to notify any witnesses of the time and place of the meeting, contact details must be provided to the Clerk at least 7 School Days before the date fixed for the Panel meeting.  Note that the Clerk has no powers to compel attendance.

 

Procedure for the Panel meeting

 

The Panel meeting will be private and confidential. Electronic recordings of meetings or conversations are not normally permitted unless a Complainant’s own disability or special needs require it. Prior knowledge and consent of all parties attending must be sought before the recording of any discussions takes place. Such consent will be noted in any minutes taken.

 

The Panel may request that any portable electronic devices be removed from the meeting room.

 

The Clerk will prepare a non-verbatim minute of the meeting that will summarise the main points discussed.  The minute will be circulated to the Complainant and the School within a reasonable time after the meeting.

 

Representatives from the media are not permitted to attend the meeting.

 

When conducting the meeting the Panel will follow the guidance set out in the Best Practice Guidance for School Complaints Procedures 2019. See:

 

https://www.gov.uk/government/publications/school-complaints-procedures/best-practice-advice-for-school-complaints-procedures-2019)

 

The Panel is otherwise free to adopt a procedure that is reasonable and accords with the principles of natural justice.

 

In particular:

 

• The Complainant will be given an opportunity to explain the complaint by reference to documents and witnesses if appropriate and the School will be entitled to respond.

 

• The Panel will be entitled to ask questions of the Complainant, the School and any witnesses who attend the meeting.

 

• The Panel will not normally accept as evidence recordings of conversations or video evidence of any kind.

 

• The Panel is not obliged to consider any new complaints or evidence unrelated to the complaint that is being considered.  (New complaints must be dealt with from Stage 1 of this procedure.)

 

• The Panel is not obliged to consider any material provided outside of the time limits set out above or any material that has not been circulated to the Clerk, the Panel, the Complainant and the School.

 

Once both the Complainant and the School have been allowed sufficient time to set out their positions the Panel will bring the meeting to a close.  The Panel will then consider the submissions and evidence presented and will come to a decision in respect of the complaint.

 

In its decision the Panel can:

 

• Uphold the complaint in whole or in part;
• Dismiss the complaint in whole or in part.

 

If the complaint is upheld in whole or in part, the Panel will:

 

• Advise on the appropriate action to be taken to resolve the complaint;
• Where appropriate, recommend changes to the School’s systems or procedures to prevent similar issues in the future.

 

The chair of the Panel will provide the Complainant and the School with a written explanation of the decision, with reasons, within five School Days of the date of the meeting.

 

When communicating the decision to the Complainant the chair will explain that if dissatisfied with the outcome of Stage 2, the Complainant may refer the matter to the Department for Education (‘the DfE’) at the address given below.

 

All communications emanating from the School and the Panel in connection with Stage 2 will be marked “Complaint – Stage 2”.

 

Next steps

 

If the Complainant believes the School did not handle the complaint in accordance with this complaints procedure or otherwise acted unlawfully or unreasonably in connection with the complaint, the Complainant can contact the DfE after Stage 2 has been completed.

 

The Complainant can refer the complaint to the DfE online at www.education.gov.uk/contactus, by telephone on 0370 000 2288 or by writing to:

 

Department for Education
Piccadilly Gate
Store Street
Manchester

M1 2WD

 

If the complaint is referred to the DfE, the DfE will consider only whether the School has adhered to education legislation and any statutory policies connected with the complaint. The DfE will not normally re-investigate the substance of complaints or overturn any decisions made by the School during Stage 1 or the Panel during Stage 2 – in this respect the DfE will not exercise any appellate capacity in relation to the Panel’s decision

 

 

Section D – Particular circumstances affecting complaints

 

Anonymous complaints

 

The School will not normally investigate complaints made anonymously or where the identity of the Complainant is open to doubt.   However, the Head Teacher or Chair of governors, if appropriate, will determine whether the complaint warrants an investigation.

 

Parallel investigations

 

If other bodies are investigating aspects of the complaint, for example the police, local authority safeguarding teams or other tribunals, this may impact on the School’s ability to follow this procedure and may result in the complaints procedure being suspended at the School’s discretion.  The School will promptly notify the Complainant as appropriate. The complaints procedure will remain suspended until those public bodies have completed their investigations unless the School and the Complainant both agree that the procedure can be re-commenced.

 

If at any time a Complainant commences legal action against the School in relation to any matter arising out of or in connection with the complaint, the School may in its discretion elect to suspend the complaints procedure until those legal proceedings have concluded and will promptly notify the Complainant of any such election.  The complaints procedure will remain suspended until any legal proceedings (including appeals) have been completed unless the School and the Complainant both agree that the procedure can be re-commenced.

 

Duplicate complaints

 

If, after closing a complaint at any stage during the complaints procedure, the School receives a duplicate complaint from someone other than the Complainant, the School will be entitled to respond that it has already considered the complaint, that the complaints procedure has been completed and that further communications concerning the School’s handling of the complaint ought to be raised with the DfE at the address given above.

 

Complaint campaigns

 

If the School receives what it reasonably considers to be a large volume of complaints, all based on the same subject and/or apparently from Complainants not connected to the School, then the School will treat these complaints as being part of a complaints campaign and respond in one of the following two ways, depending upon the nature and scale of the complaint:

 

• Send the same response to all Complainants; or
• Publish a single response on the School’s website.

 

Serial complaints and unreasonable behaviour

 

The School is committed to dealing with all complaints fairly, impartially and promptly and will not normally limit the contact Complainants have with the School.

 

Nevertheless, the School does not expect its staff to be required to tolerate unacceptable behaviour and will take necessary action to protect staff from abusive, offensive or threatening behaviour including when such behaviour occurs in connection with a complaint.

 

The School characterises unreasonable behaviour as acts or omissions which hinder the efficient consideration of complaints because of the frequency or nature of the Complainant’s contact with the School, including but not limited to situations in which the Complainant:

 

• Refuses to articulate their complaint or specify the grounds of a complaint or the outcomes sought by raising the complaint, despite offers of assistance;
• Refuses to cooperate with the complaints investigation process;
• Refuses to accept that certain issues are not within the scope of the complaints procedure;
• Insists on the complaint being dealt with in ways that are incompatible with the complaints procedure or with good practice;
• Introduces trivial or irrelevant information that they expect to be taken into account or commented on;
• Raises large numbers of details but unimportant questions, and insists they are fully answered often immediately and to their own timescales;
• Makes unjustified complaints about staff who are trying to deal with the issues, and seeks to have them replaced;
• Changes the basis of the complaint as the investigation proceeds;
• Repeatedly makes the same complaint despite previous investigations, responses and decisions that have addressed the complaint and/or found it to be groundless;
• Refuses to accept the findings of the investigation into that complaint where the School’s complaint procedure has been fully and properly implemented and completed, including referral to the DfE;
• Seeks an unrealistic outcome;
• Uses abusive, offensive, or discriminatory language or violence;
• Knowingly provides falsified information and/or;
• Publishes unacceptable information on social media or other public forums of any kind.

 

If the unreasonable behaviour continues, the Head Teacher will write to the Complainant explaining that their behaviour is unreasonable and asking them to desist. For Complainants who excessively and repeatedly contact the School and cause a significant level of disruption, the School may in its discretion specify particular methods of communication and limit the number of contacts in a communication plan.

 

In response to any serious incident of aggression or violence or threats of violence, the School  will immediately inform police and communicate its response in writing to the Complainant, which may include barring an individual from the School premises.

 

Persistent Correspondence

 

If Complainants frequently contact the School, causing a significant level of disruption but refuse to engage with the complaints procedure, the School can:

 

• Restrict the Complainant to a single point of contact via an email address; and/or
• Limit the number of times the Complainant can make contact.

 

This restriction will be limited to the Complainant’s communications in connection with the complaint. For all other issues the Complainant may contact the School as normal.

 

General reservation

 

The School will generally reserve its right to take reasonable preventative action up to and including suspending the complaints procedure by written notice to the Complainant if it appears that the provisions of this policy are being abused or are being used for an improper purpose.

 

 

Appendix 1

 

Matters excluded from the scope of this policy.

 

Exceptions	Who to contact
·         Admissions to schools ·         Statutory assessments of special educational needs ·         School re-organisation proposals	Concerns about admissions, statutory assessments of special educational needs or school reorganisation proposals should be raised with Haringey.
·         Matters likely to require a Child Protection Investigation	Complaints about child protection matters are handled under the School’s child protection and safeguarding policy and in accordance with relevant statutory guidance.   If you have serious concerns, you may wish to contact the local authority designated officer (LADO) who has local responsibility for safeguarding or the Multi-Agency Safeguarding Hub (MASH). <insert LADO/MASH details>.
·         Exclusion of children from school*	Further information about raising concerns about exclusion can be found at www.gov.uk/school-discipline-exclusions/exclusions. *complaints about the application of the behaviour policy can be made through the school’s complaints procedure. <link to school behaviour policy>.
·         Whistleblowing	We have an internal whistleblowing procedure for all our employees, including temporary staff and contractors.   The Secretary of State for education is the prescribed person for matters relating to education for whistle-blowers in education who do not want to raise matters direct with their employer. Referrals can be made at www.education.gov.uk/contactus.   Volunteer staff who have concerns about the School should complain through the School’s complaints procedure. You may also be able to complain direct to the local authority or the DfE (see link above), depending on the substance of your complaint.
·         Staff grievances	Complaints from staff will be dealt with under the School’s internal grievance procedures.
·         Staff conduct	Complaints about staff will be dealt with under the School’s internal disciplinary procedures, if appropriate.   Complainants will not be informed of any disciplinary action taken against a staff member as a result of a complaint. However, the complainant will be notified that the matter is being addressed.
·         Complaints about services provided by other providers who may use school premises or facilities	Providers should have their own complaints procedure to deal with complaints about service. Please contact them direct.
·         National curriculum – content	Please contact the DfE at www.education.gov.uk/contactus

 

 

 

 

 

 

Appendix 2:   Template complaint form

 

Please fill in the below online form or print and return it handwritten to the School office marked for the attention of the School’s complaint coordinator.

 

April 2023

 

Coldfall English Policy

‘Books give a soul to the universe, wings to the mind, flight to the imagination, and life to everything.” -Plato

Aims

At Coldfall Primary school, we believe that English is at the heart of our learning and teaching and essential to every area of the curriculum. It is through English that concepts are formed and we are able to make sense of the world and our place in it. We value the importance of speaking with eloquence and conviction; reading for pleasure and understanding, and writing with fluency and style.

We aim to:

• Develop confidence in speaking for a range of purposes e.g. debates, assemblies, performances, reading aloud and engaging in discussions.
• Foster a love of reading and books
• Deliver rich opportunities for writing based on quality core texts
• Provide children with cross curricular links so skills are transferable
• Ensure all children are supported in meeting the Early Learning Goals in the Early Years Foundation stage and End of Year Expectations for the National Curriculum 2014
• Assess children’s progress both formatively and summatively to ensure they are making the best progress possible

Planning and Organisation

Children have English lessons that have the main focus of writing, reading or speaking and listening (Oracy). This includes word, sentence and text level activities.  Over one to two weeks, children will cover their weekly spelling words and rules, take part in speaking and listening activities, comprehension and reading based tasks and have an opportunity to plan and write creatively in the particular style of writing focussed on during that unit of work.   Children must also have the opportunity to see teachers modelling high quality writing with accurate spellings, grammar and handwriting. Demonstration writing and shared editing (where teacher and class edit and improve a piece of work together) should be noted on plans.  Each year group has an explicit set of end of year outcomes (Key Skills) which class teachers use as a guide to plan and assess from.

Speaking and Listening

Aims

Good speaking and listening skills are fundamental to good learning, and play a large part in a child’s progress.  During their time at Coldfall Primary School, interactive teaching strategies are used to engage all pupils in order to raise reading and writing standards.  Children are encouraged to develop effective communication skills in readiness for later life.  We aim for children to be able to speak clearly, fluently and coherently, to be able to listen attentively with understanding, pleasure and empathy and contribute to group discussions effectively.

We achieve this by:

• Giving our children confidence in themselves as speakers and listeners by showing them that we value their conversations and opinions.
• Being aware that as adults, we model good Standard English in our day-to-day interactions with children and with other adults in our school.
• Expecting children to ask and answer questions in full sentences.
• Encouraging respect for the views of others by generating clear and concise ‘discussion guidelines’.
• Helping children to articulate their ideas with the support of discussion stems, and provide purposes and audiences for talk within a range of formal and informal situations and in individual, partner, group and class contexts.
• By providing opportunities to perform to a larger audience, in assemblies and productions, where children’s efforts and skills are acknowledged by staff, parents, carers, visitors and peers.
• By providing a range of experiences where children can work collaboratively and participate in opportunities to reflect on talk and explore real and imagined situations through role play, hot seating, debates, vocabulary enrichment, discussions and drama.
• Developing a wide vocabulary and language acquisition through the explicit teaching of new words. Vocabulary is displayed in the environment and used by the children to enhance their speaking and listening as well as their reading and writing.  This new vocabulary is referred to regularly by the teacher during lessons and kept up to date.

 Reading

Aims

Our aims are for all children at Coldfall to:

• Become fluent, confident and expressive readers.
• Read with enjoyment across a range of genres.
• Read for pleasure as well as for information.
• Read and respond to a wide range of different types of literature.
• Understand the layout and how to use different genres and text types.
• Understand and apply their knowledge of phonics and spelling patterns and use this to decode words with accuracy.
• Build their bank of sight words to enable fluent reading.
• Have an interest in words and their meanings, developing a rich and varied vocabulary.
• Understand and respond to literature drawn from a range of cultures and literary heritage.

The formal teaching of phonics begins in Reception, however, the pre-requisite skills needed for reading begin in Nursery.  Sounds are introduced at a rate of one a day throughout the autumn and spring term.  This provision is made during discrete sessions.  We follow the Read Write Inc. synthetic phonics programme in Reception and KS1. These lessons comprise of learning different graphemes, focussing on oral and aural phonological skills, blending and segmenting, and sight vocabulary. During these sessions, children are also explicitly shown how to apply their developing skills to their writing by using handwriting sessions and the ‘Get Writing’ books in Y1

Phonics and key word knowledge is built upon in Year 1, and it is our expectation that all children pass the phonics-screening test at the end of that year.  Sounds that are more complex are introduced and reinforced throughout Year 2.

Alongside the teaching of phonics, children are taught key words many of which are short, common words (red words), which appear frequently in all texts.  Children have daily, rigorous opportunities to practise these key words discretely, and in the context of their learning.  It is our expectation that all children can read and spell the key words for their year group.

Pupils have opportunities to undertake guided, shared and independent reading throughout the school. A diverse range of group reading books and staged reading schemes are available. We do not use any one published scheme to teach reading; instead, we believe that it is important to provide pupils with a selection of reading books and experiences from different genres, cultures and subject matter. Teachers read a variety of written material regularly with the children: fiction and non-fiction, stories, reports, diaries, poems etc.  To ensure children are reading at the appropriate level, each class has banded books.  The banding of books helps to determine the appropriate level of books the children are reading as part of our home reading system.

In the EYFS, and for part of the year in Year 1, children read with an adult weekly to build up their fluency, word recognition and language comprehension.  Two books will be sent home each week for children to read with their parents/carers. One of these books is fully decodable ensuring children can reinforce and practise their phonics skills at home.

In Key Stage 1, guided reading takes place.  During these sessions, the class teacher reads with differentiated ability groups of around six children at least once per week.  The ultimate goal in guided reading is to help children learn how to use independent reading strategies successfully.  Guided reading with more fluent readers, whilst continuing to develop reading strategies, places more emphasis on making meaning at increasingly complex levels. In Y2, in the Spring Term, most children begin developing specific reading skills in a whole class setting followed up by small group work. This helps with the transition for KS2. The remainder of the children are taught in smaller groups to address any gaps in phonological knowledge or word reading skills.

In Key Stage 2, in order to build on the reading practices that have taken place in the EYFS and KS1, children participate in a whole class reading approach called Destination Reader.  Destination Reader blends a range of learning behaviours and reading strategies which, brought together, allow children to explore and understand texts independently, at a deeper level. The texts chosen for Destination Reader come from our Coldfall Reading Spine, and are closely linked with our Golden Threads and curriculum.

In order to develop a love of reading there are opportunities for children to read a wide variety of texts independently.  In addition to this, all classes have a class novel that is shared at the end of each school day, this is a free choice book either chosen by the class teacher or recommended by a child.

Home Reading

For children to become fluent readers, we expect children to read at home every day.  The time children spend reading each day varies for each phase e.g.

Reception and Key Stage 1: 10-15 minutes

Years 3 and 4: 20 minutes

Years 5 and 6: 30-40 minutes

Families are expected to listen to their children read and ask questions to develop comprehension.

Writing

Aims

Our aims are for all children at Coldfall to:

 

• See themselves as writers, from the earliest stage, who have ideas that they will want to communicate, building on writing skills they have acquired and their knowledge of print from their environment.
• Provide experiences where the children can acquire confidence and a positive attitude to writing.
• Develop and sustain writing skills by providing opportunities for children to write for a range of purposes and audiences.
• Use guided writing sessions to model writing skills, teaching children how to compose, amend and revise their writing.
• Teach children to become critical readers of their own writing by using self-evaluation and checking their work independently for sense, accuracy and meaning.
• Teach grammar and punctuation in the context of children’s own writing, as well as through discrete lessons.
• Teach children to develop their ability to organise and present imaginative and/or factual writing and poetry in different ways.
• Teach children to develop writing stamina to meet and exceed end of year expectations.
• Teach strategies for spelling to enable children to become confident and competent spellers

To develop writing at Coldfall, we use a range of strategies including: Talk for Writing, Alan Peat Sentences that have been assigned to each year group, shared and modelled writing, high quality exemplars, and in the EYFS and KS1 we use Writing Breakthrough.  

Spelling

Aims

For all children:

• to spell confidently most of the words they are likely to use in their own writing (Reception: 1st 45 words, Y1: First 100 words, Y2: Next 200 words, Y3/4 word list, Y5/6 word list)
• to learn how to spell common exception words
• to be able to make sensible attempts to spell words which they have not seen before
• To be able to use a dictionary effectively to aid their spelling.

Teaching Spelling

Teachers use a variety of methods in their teaching of spelling. These include:

• Focusing on key words
• Study of rhyme
• Investigating word families
• Teaching phonics
• Learning weekly words either following a pattern or from own writing, and followed up with a spelling test or dictation

Spelling is taught through activities and investigations. We use the Spelling Shed scheme for spellings which is based on the National Curriculum. Year groups have standalone spelling lessons and build opportunities to recap the spelling pattern or rule throughout the week. Children have a login for the online platform, where they can practise their spellings. The First 100 High Frequency and Next 200 High Frequency words are also taught. Good spelling and good handwriting are taught in partnership. Children practise clusters or strings of letters that belong to the English writing system.  Independence is also encouraged through the regular use of dictionaries.

Marking Spellings in written work

When reviewing a child’s work, the recommended number of spelling corrections is two or three. The correct spelling is written and highlighted for children to refer to, correct, and practice.

Handwriting

Aims
We aim for our pupils to develop a neat, legible, speedy handwriting style using continuous cursive letters that leads to producing letters and words automatically in independent writing.

By the end of Year 6, pupils will understand the importance of neat presentation and the need for different letterforms (cursive, printed or capital letters) to help communicate meaning clearly. Our teachers are encouraged to use neat, joined-up continuous cursive writing for all handwriting tasks including report writing, marking and comments.

Handwriting frequency

Handwriting is a cross-curricular task and will be taken into consideration during all lessons. Formal teaching of handwriting is to be carried out regularly and systematically to ensure Key Stage targets are met.

Assessment

Formative assessment is carried out on a daily basis through questioning and discussion. Extended writing is reviewed by the class teacher and feedback is given in a whole class feedback session. Children are given specific, targeted feedback to improve their writing, which is followed up by both pupil and teacher. Once termly, children will carry out a Reading test, and an independent piece of writing, which is used alongside other pieces of work to form a summative judgement.

Writing

In Reception, children’s progress towards the Early Learning Goal for ‘Writing’ is assessed termly using age bands. In KS1 and KS2, children’s writing is tracked termly and assessed using either the governments TAF documents or Focus Education’s ‘Judging Years 1,3,4 and 5s Writing’ document. These guides both consist of statements, which set out the end of year expectations for each year group. These documents support teachers in making judgments on standards in writing and whether a child is working towards the expected standard, at the expected standard, or working at a greater depth standard within their year group. Occasionally, children may be assessed using statements from lower or higher year groups. 

Reading

In Reception, children’s progress towards the Early Learning Goal for ‘Reading’ is assessed termly using age bands. In KS1 and KS2, children complete a PiRA reading comprehension assessment each term. At the end of the year, these assessments are combined with formative teacher assessments to judge whether a child is working towards (W), working at Expected (E) or above (A) within their year group. Occasionally, children may be assessed using tests from lower year groups.  Children in years 1 to 6 will receive a standardised score from the reading test, with a score of 100 representing the average.

Handwriting

Children’s handwriting is assessed on an ongoing basis through the marking of children’s work and during handwriting sessions.

Equalities Statement

The need to advance equality of opportunity is defined in the Equality Act 2010 as having due regard to the need to:

• Remove or minimise disadvantages.
• Take steps to meet different needs.
• Encourage participation when it is disproportionately low.

The public sector equality duty extends to the following protected characteristics:

Race

Disability

Sex

Age (as an employer, not regarding pupils)

Religion/Belief

Sexual Orientation

Pregnancy and Maternity

Gender Reassignment

Our approach to equality is based on 7 key principles

1. All learners are of equal value. Whether or not they are disabled, whatever their ethnicity, culture, economic background, national origin or national status, whatever their gender and gender identity, whatever their religious or non-religious affiliation or faith background and whatever their sexual orientation.
2. We recognise, respect and value difference and understand that diversity is a strength. We take account of differences and strive to remove barriers and disadvantages which people may face, in relation to background, disability, ethnicity, gender, religion, belief or faith and sexual orientation. We believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here.
3. We foster positive attitudes and relationships. We actively promote positive attitudes and mutual respect between groups and communities different from each other.
4. We foster a shared sense of cohesion and belonging. We want all members of our school community to feel a sense of belonging within the school and wider community and to feel that they are respected and able to participate fully in school life.
5. We observe good equalities practice for our staff. We ensure that policies and procedures benefit all employees and potential employees in all aspects of their work, including in recruitment and promotion, and in continuing professional development.
6. We have the highest expectations of all our children. We expect that all pupils can make good progress and achieve to their highest potential.
7. We work to raise standards for all pupils, but especially for the most vulnerable. We believe that improving the quality of education for the most vulnerable groups of pupils raises standards across the whole school.

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 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 monthly themes and values based assemblies.
• We aim to champion all of our BAME pupils adhering to the Haringey pledge of raising BAME achievement and outcomes
• We aim to improve improve teacher pedagogy and effective provision for the range and specifics of needs and therefore outcomes for SEND pupils

 

April 2023

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 https://www.gov.uk/education/data-collection-and-censuses-for-schools

If you want to see a copy of the information about you or your child that we hold and/or share, please contact Tsveta Dimitrova 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 Tsveta Dimitrova 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:

http://www.education.gov.uk/schools/adminandfinance/schooladmin/ims/datacollections/swf/a0063755/swf-privacy-notices

http://www.education.gov.uk/researchandstatistics/datatdatam/b00212337/datause

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 https://www.gov.uk/education/data-collection-and-censuses-for-schools.

The department may share information about school employees with third parties who promote the education or well-being of children or the effective deployment of school staff in England by:

• conducting research or analysis
• producing statistics
• providing information, advice or guidance

 

The department has robust processes in place to ensure that the confidentiality of personal data is maintained and there are stringent controls in place regarding access to it and its use. Decisions on whether DfE releases personal data to third parties are subject to a strict approval process and based on a detailed assessment of:

• who is requesting the data
• the purpose for which it is required
• the level and sensitivity of data requested; and
• the arrangements in place to securely store and handle the data

 

To be granted access to school workforce information, organisations must comply with its strict terms and conditions covering the confidentiality and handling of the data, security arrangements and retention and use of the data.

For more information about the department’s data sharing process, please visit:

https://www.gov.uk/data-protection-how-we-collect-and-share-research-data

To contact the department: https://www.gov.uk/contact-dfe

Requesting access to your personal data

Under data protection legislation, you have the right to request access to information about you that we hold. To make a request for your personal information, contact:

Tsveta Dimitrova

office@coldfall.haringey.sch.uk

 

You also have the right to:

• Object to processing of personal data that is likely to cause, or is causing, damage or distress
• Prevent processing for the purpose of direct marketing
• Object to decisions being taken by automated means
• In certain circumstances, have inaccurate personal data rectified, blocked, erased or destroyed; and
• Claim compensation for damages caused by a breach of the Data Protection regulations

 

If you have any concerns about the way the School is collecting or using your personal data, we ask that you raise them with the School in the first instance. Alternatively, you can contact the Information Commissioner’s Office at https://ico.org.uk/concerns/

Further information

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

Tsveta Dimitrova

office@coldfall.haringey.sch.uk

 

April 2023

Introduction

Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology, and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education, therefore, provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. (National Curriculum 2014)

Aims

• To recognise that the maths curriculum provides pupils with a firm foundation for further education and enables them to succeed with and enjoy mathematics in the adult world.
• To enable all pupils to be fluent in the recall of key facts and information, to reason and justify mathematically and to be able to solve mathematical problems in real-life contexts.
• To meet the requirement of the National Curriculum of 2014 for pupils to achieve mastery of the maths curriculum.

Our teaching for mastery is underpinned by NCETM’s Big 5 ideas. Opportunities for mathematical thinking allow pupils to make chains of reasoning connected with other areas of mathematics. A focus on Representation and Structure ensures concepts are explored using concrete, pictorial and abstract representations, the pupils actively look for patterns as well as specialise and generalise whilst problem-solving. Coherence is achieved through the planning of small connected steps to link every question and lesson within a topic. Teachers use both procedural and conceptual variation within their lessons and their remains an emphasis on Fluency with a relentless focus on number and times table facts.  The following diagram provides clarity to our approach:

Teaching Principles

• Teachers have a clear belief and expectation all our pupils can learn mathematics at least in line with national expectations.
• Teachers believe that ability in maths is not fixed and that by carefully scaffolding, questioning, and rapid intervention the vast majority of pupils can meet the same objectives. Pupils are not taught in ability classes or groups.
• Principles behind mathematical concepts are emphasised in order to deepen understanding. Pupils’ methods as to how to reach the correct answer and why these are efficient strategies are debated and justified between pupils and teachers.
• Mathematical understanding is communicated using precise and consistent terminology by both pupils and teachers.
• Conceptual and procedural variation is used throughout teaching. Conceptual variation promotes the theory of intelligent practice. Positive variation shows what the concept is and negative variation shows what the concept isn’t. This enables misconceptions to be addressed from the start. This could be done by exploring what a triangle isn’t as much as by what a triangle is.

Procedural variation occurs when different procedures or representations are used to bring about understanding. For example, teachers may share different solutions to a problem (some right/some wrong) before guiding the class toward the most efficient method.

 

The maths day at Coldfall

There are three distinct parts to a day of maths at Coldfall. Firstly, each class will have a short (10-12 minute) maths meeting, at least three times a week. This aims to recap on prior learning in order that key facts and knowledge, previously taught, can be practised ensuring these are embedded into pupils’ long term memory and can be recalled rapidly and fluently. Maths meetings should focus on times tables, counting, units of measure, place value, date and time etc.

Maths lessons should last approximately 45 minutes, which should begin with the class teacher modelling, using the CPA approach, from the ‘Let’s Learn’ section. After a concept has been introduced children work in pairs or small groups collaboratively on guided practice activities that help develop children’s understanding. Some of this content and organisation may be determined by the teacher’s AFL (see assessment). Immediate marking and assessment of the independent work (by pupils, class teacher or T.A.) determine whether children need more support, practice or extension in the subsequent lessons.

Teachers and pupils use the Singapore-inspired Concrete, Pictorial, Abstract (CPA) approach in order to represent structures and develop the ability of pupils to recognise patterns and generalise.  Questioning such as ‘What’s the same and what’s different?’ prompts pupils to make comparisons in order to explore the essential features of concepts.

 

Planning

Maths planning is taken from the White Rose materials and schemes of work, which are matched to the National Curriculum. However, teachers reflect on how to meet the needs of their individual pupils and class as a whole. Reflections on how to pre-teach support and extend will be annotated on a weekly maths plan (see exemplar attached). In addition, a challenging whole class extension activity should be identified, and prominently displayed, that will challenge and deepen pupil’s understanding. These activities could be taken from the ‘Put on Your Thinking Caps!’ parts of the scheme, NRICH, INSPIRE, mastery questions etc.

 

Classroom norms to establish

• Everyone can learn maths at the highest levels
• If you ‘Can’t do it’, you ‘Can’t do it yet.’
• Mistakes are valuable
• Questions are useful
• Mathematics is about creativity and problem solving
• Maths is about communicating what we think
• Depth is more important than pace
• Maths lessons are about learning and not performing

 

Early Years

In the early years we aim to develop pupils’ understanding of number, reasoning, problem solving and shape, space and measures. Our primary tool to establish and secure pupils’ conception of number is the Numicon programme which is adapted by teachers to link with the rest of the pupils’ curriculum where appropriate. This allows for engaging contexts to be created that develop mathematical understanding through stories, songs, games and imaginative play as well as through focussed whole class and small group teaching. The approach is rooted in the Singapore approach of Concrete – Pictorial – Abstract in order to secure early concepts and confidence in the foundations of number.

Assessment in the foundation stage is ongoing throughout the year. At the end of the year pupils are assessed against the Foundation Stage Profile.

The EYFS Statutory Framework 2021 sets standards for the learning, development and care of children from birth to five years old and supports an integrated approach to early learning. This is supported by the ‘Development matters’ non statutory guidance. The EYFS Framework. in relation to mathematics. aims for our pupils to:

• Count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers
• Develop a secure base of knowledge and vocabulary from which mastery of mathematics is built
• Develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections and to ‘have a go’,
• Provide rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures

 

White Rose Maths

In order to support and deliver the national curriculum and to meet its aim of mastery, the school uses the White Rose workbooks and schemes of work. This is based on the principles of mastery and allows teachers to deliver the curriculum with an emphasis on investigation, problem-solving and the development of mathematical thinking. In addition, the scheme ensures consistency and coherence year on year, deepening teachers’ pedagogy and improving their practice. This scheme is used throughout key Stage 1 and 2.

The scheme may be supplemented by additional materials from NRCIH, NCETM mastery Questions or the INSPIRE maths materials that further develop problem-solving, reasoning and fluency.

 

Planning

The content of White Rose scheme should be adapted so the class teacher can best meet the specific needs of their class. It is our intention that the sequence of learning remains as indicated in the schemes in order that learning is logical, deliberate accumulated, and, ultimately secured in long-term memory.

 

Assessment

 

Formative

The most preferential practice is marking with the children during a lesson, this will provide the conditions for immediate enriching feedback and opportunities for reinforcement and challenge.

In line with the guidelines set out by the NCETM, teachers will endeavour to intervene on the

same day or if it is a large group of pupils the errors will be addressed in the next lesson.

In KS2, especially in 5 and 6 pupils mark their own learning as evidence shows this responsibility assists them in clarifying their facts, strategies and concepts.

Guiding principles

• when marking calculations, a yellow will be used to highlight success and pink highlighting will signify an error;
• children will be given opportunities to reflect on their work and feedback;
• In the junior years, children will begin to mark their own and their peers’ learning regularly.

Pre-teach and catch-up sessions are planned in order that misconceptions can be addressed and overcome for identified pupils.

 

Summative

In order to provide robust judgments about attainment and progress pupils take a short maths test three times a year (PUMA or in Year 6 previous STAS papers). These assessments provide a standardised score that enables a consistent measure of attainment and progress from YR1 to YR6. Teachers can look at the child’s performance in specific mathematical domains to consider provision and next steps. Information from these tests is used as the basis for feedback for parents and end-of-year reports.

At the end of Year 2 and Year 6, pupils are entered for the statutory end of Key Stage National Curriculum tests (SATS).

 

Resources

Each classroom is extensively resourced with a range of concrete materials such as: diennes blocks, cusinaire rods, place value counters and Numicon. Each class is equipped with a visualiser to assist modelling and to share examples of pupils’ work to facilitate debate and to deepen thinking.

 

Homework

No there is no specific expectation for Maths homework to be set in the EYFS. In KS1 and KS2 Maths homework should prioritize the practice and repetition of key skills such as times tables etc should also be encouraged and prioritised. In year 6 pupils will practice and review the KS2 maths curriculum using the Rising Stars Achieve 100 and 100+ books.

 

Equalities

As a school we endeavour to maintain an awareness of, and to provide for equal opportunities for all our pupils in mathematics.  We aim to take into account cultural background, gender and Special Needs, both in our teaching attitudes and in the published materials we use with our pupils. Where required, children’s IEP’s incorporate suitable objectives from the National Curriculum for Mathematics or development Matters and teachers keep these in mind when planning work. These targets may be worked upon within the lesson as well as on a 1:1 basis outside the mathematics lesson. Maths focused intervention in school helps children with gaps in their learning and mathematical understanding. These are delivered by trained support staff and overseen by the SENCO and/or the class teacher.

 

Role of the subject leader

• Ensures teachers understand the requirements of the National Curriculum. Supports the teaching of maths across the school to a high standard, allowing observers to engage in purposeful professional dialogue that improves the quality of their teaching.
• Leads Maths CPD. Provides coaching and feedback that impacts teaching and improves pupil outcomes.
• Leads whole school monitoring and evaluation of teaching and learning in mathematics by: observing teaching and learning in maths regularly; analysing assessment data in order to plan whole school improvements in maths; conducts book scrutinies and pupil interviews to evaluate progress and impacts.
• Takes responsibility for managing own professional development by participating in external training, independent private study, engagement in educational research and scholarly reading.
• Ensure that the school’s senior leaders and governors are kept informed about the quality of teaching, learning, and standards for all pupil groups in mathematics.
• Work in close partnership with SENCO to ensure the learning needs of all pupils in mathematics are met effectively.
• Provide guidance for parents as to how to best support their child in maths.
• Review the school’s maths policy.

 

This policy should be read in conjunction with the intent, implementation and impact statement for mathematics titled ‘Maths at Coldfall’

 

Ewan Marshall April 2023

 

 

 

Premises Hire Policy

The Governing Body of Coldfall Primary School is keen to see that the premises at Coldfall Primary School are used for the benefit of the whole school community. This document outlines the school’s policy regarding premises hire. It sets out the facilities available, the charges, and the responsibilities of the school and of the users when the school premises are hired.

The overall Premises Hire Policy for the school is the responsibility of the Governing Body; however, decisions regarding lettings and charges are at the discretion of the Head Teacher. Hire to the Friends of Coldfall is free of charge.

Conditions of Hire:

     Polices

• The Hirer must be familiar with and conform to the school’s Safeguarding Statement and regulations.

Child Protection and Safeguarding Policy

• The Hirer must be familiar with and conform to the school’s Equalities Statement.

Equality Statement

• The Hirer must be familiar with and conform to the school’s Health and Safety Policy. Health and Safety Policy

 

Venues

• Coldfall Main Hall
• Coldfall Lower Hall
• MUGA (Multi Use Games Area)
• School Field

See website for further information on each of the venues above

The main school kitchen is not available for hire, and therefore cannot be used by the Hirer.

      Large events

• Where the Hirer may want to book large events, for example 200 people or more, please contact the Site Manager to discuss further. The Site Manager will take you through the process and other requirements such as a Risk Assessment, which will need to be completed and approved at least 14 working days in advance (a Risk Assessment template is provided).

Payment

• A deposit of 50% of the total costs to be paid at the time of booking.
• The full booking charge must be paid at least 28 days in advance of the hire (or in full at the time of booking in the case of a booking made less than 28 days in advance), by bank transfer or cheque payable to ‘Coldfall Primary School’.
• Account details: Account name: Coldfall Primary School, Account name: 05472849, Sort code: 30 99 86. Please put your Surname and Hire in the reference section.

Furniture and equipment

• Any furniture or equipment required must be agreed with the Site Manager at least 14 days before the hire.
• Any movement of furniture must be undertaken by the Hirer, under the direction of the Site Manager. At the end of the booking furniture must be restored to its original location.

Vehicles

• The school has limited spaces in the school car park available for use by the Hirer. The entrance to the car park is from Everington Road. No vehicles can be brought into the school playground areas except for disabled access or loading/unloading by agreement with the Site Manager.
• No movement of vehicles can occur anywhere in the school premises once an event has commenced (other than in the car park).

Access

• There is no access to the premises before the commencement of the booking period. Hirers must allow enough time for preparation before the event when booking the duration of the hire.
• Hirers must have left the premises by the end of the booking period. Enough time must be included to allow for clearing away.
• The Hirer is responsible for leaving the premises clean and tidy. All the Hirer’s property, including decorations, must be removed after the hire.

Damage

• The Hirer is responsible for protecting the premises against damage, and for the good behaviour of all associated users, and will be charged for any damage incurred.

General 

• No alcoholic drinks may be sold on site.
• No adult parties are allowed.
• Smoking is not allowed at any time in any of the buildings or on the grounds.
• The Site Manager, acting on the authority of the Governing Body, has the right to terminate any hire if the terms and conditions are not adhered to. No refund will be available.

• If the Hirer is an organisation, a copy of that organisation’s public liability insurance certificate must be provided.
• Extraordinary lets or regular Hire discount must be approved by the Head Teacher.

Contact

For any information or questions regarding the hire of school premises contact Glenn Goodey, Site Manger on g.goodey@coldfall.haringey.sch.uk or at 07932 932242.

Cancellations

• The Site Manager must be notified of any cancellation at least 4 weeks prior to the date of hire. However, notification at the earliest possible time is appreciated.
• Where notification is given to the Site Manager at least 4 weeks prior to the date of the hire, the booking charge will be refunded in full apart from an administration fee of £10.
• Where notification is given to the school between 2-4 weeks prior to the arranged date of the hire, the Hirer is entitled to a 50% refund only less an administration fee of £10.
• Where notification of cancellation is given less than 2 weeks prior to the arranged date of the hire, the Hirer is not entitled to any refund.

Declaration and Insurance Indemnity
I have read and agreed to be bound by the standard conditions of Hire attached.

I am over 18 years of age.

I am aware and agree that if permission to hire the premises is granted, such permission does not vest in or confer upon the Hirer any tenancy of or right to exclusive possession or occupation of the premises or any part thereof, nor any right, licence or liberty other than as expressly granted.

I acknowledge that Haringey Council has effected a policy of insurance in respect of use of Education premises which, subject to its terms and conditions, applies to:

1. the legal liability of the Hirer in respect of claims by third parties for injuries or damage occurring during and in direct connection with the hire up to a limit of £2,000,000 in respect of any one incident.
2. the contractual liability of the Hirer for accidental damage to the premises and contents therein in accordance with the standard conditions of hire up to a limit of £500,000 for any one incident, with an excess of £50.00 for each and every claim. PROVIDED THAT immediate notice in writing shall be given to the London Borough of Haringey Council, Insurance Section, 10 Station Road, London N22 4TR of any damage, accident or proceedings and that no repudiation of liability shall be made to any third party.

I agree to indemnify and keep indemnified the Council from and against all loss, damages, expenses or charges which the Council may sustain or incur in respect of any other matter arising out of the hiring of the premises, or the conditions relating thereto in so far as the same are not covered by the said policy of insurance effected by the Council or the obligation to give notice of any accident, damage or proceedings as afore said is not fulfilled by the Hirer, and to pay the Council at its offices on demand all such sums as may be payable by reason of this indemnity.

Updated April 2023

 

DRAFT

 

Approved by Governing Body: Awaiting ratification 1.12.22 Review due: Dec 2025

 

Coldfall Relationships, Sex and Health Education Policy 

Overall vision
We aim to ensure that all of our children live happy and healthy lives, form strong stable relationships, are able to keep themselves safe and develop a core range of values to lead good lives.

Teaching children about mental and physical health and wellbeing is essential alongside character development and citizenship. We aim to prepare children for life in modern Britain and enable them to navigate the challenges that face young people today.

Introduction

The teaching of RSHE sits alongside the PHSE curriculum, the SMSC development of children and other subjects within the National Curriculum – science and PE in particular.

The Relationship Education Regulations 2019 under section 34 and 35 of the Children and Social Work Act 2017, makes RSHE a statutory requirement in schools.

The teaching of RSHE also contributes to the school’s statutory duty with regard to safeguarding children and preparing them for the next stage of their education.

RSHE is taught in an age-appropriate manner throughout the school using a wide range of resources and strategies.

 What is RSHE?
Relationships and Sex Education:
The focus in primary school is to teach children the fundamental building blocks and characteristics of positive relationships with particular reference to family, friends and relationships with other children and adults. It will include an understanding of what friendship and family means and how to show respect for others. It will also encompass building healthy and respectful relationships on-line and how to ensure relationships are safe.

Health Education:
This encompasses both physical wellbeing and mental health. It includes, learning about emotions and how to manage these, healthy eating, exercise, drugs and harmful substances and some basic first aid.

Aims for RSHE:
· Develop knowledge and understanding and commitment to healthy relationships
· Enable pupils to make appropriate choices in relation to friendships
· Enable pupils to know their rights in terms of their own bodies
· Prepare pupils for the physical and emotional changes as they grow up, especially puberty
· Develop pupils’ skills around keeping themselves safe, including on-line
· Enable pupils to manage their emotions and have empathy towards others
· Explore a range of attitudes, values and faith perspectives around family, relationships and sex.
· Prepare pupils for their start at secondary school

Equality, Inclusion and Support
The school complies fully with the Equality Act 2010 and ensures respectful and sensitive handling of teaching around RSHE to ensure there is no discrimination against pupils on the grounds of their protected characteristics. The school may take positive actions through the delivery of RSHE to deal with disadvantages facing those with a particular characteristic.

RSHE will be taught to all children regardless of gender or faith or background. Lessons will be delivered in a factual and non-judgemental way ensuring a balanced approach that acknowledges the wealth of views and diversity within our local community.

Teaching, learning and the curriculum

The school uses ‘Lifewise’ to deliver its PSHE and RSHE curriculum. Teachers may well supplement their lessons with stories, and link to learning from other subjects within the National curriculum. The Schemes of work ensure there is clear progression of skills and the learning is age appropriate.

The learning may be differentiated to meet the needs of learners.

All teachers have responsibility for planning and delivering RSHE.

Within RSHE pupils will develop confidence in talking, listening and thinking about relationships, keeping safe, health, puberty and sexual reproduction (Y5/6 only). To achieve this a number of teaching strategies will be used, including:

• Establishing ground rules with pupils;
  • Using ‘distancing’ techniques (e.g. Case studies)
  • The provision of a ‘question box’ during planned sessions
  • Dealing with children’s questions in an appropriate manner
  • Using discussion and appropriate materials; and role play
  • Encouraging reflection

It is important that all pupils feel safe and able to participate in RSHE lessons.

Many elements of RSHE are delivered through national curriculum Science e.g.:

Year 2
• notice that animals, including humans, have offspring which grow into adults
• describe the importance for humans of exercise, eating the right amounts of
different types of food, and hygiene.

Year 5
• pupils should be taught to describe the changes as humans develop to old age.
• describe the life process of reproduction in some plants and animals.

Year 6
• recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
• recognise that living things produce offspring of the same kind, but normally
offspring vary and are not identical to their parents

Please see appendix for details on all the units taught through ‘Lifewise’.

Please note that all material covered by the ‘Lifewise’ PSHE and RSHE curriculum is statutory and linked to the National Curriculum. Parents may contact the class teacher to ask for clarification or to see any teaching materials if needed at any time.

 Parents
We believe that RSHE is a partnership between the school and parents/carers. We recognise that parents are the first teachers of their children and welcome their engagement with our RSHE programme. It is important that RSHE delivered in school is explored in more detail within the context of individual families. Parents are able to see details of the curriculum on the school website.

Coldfall Parent Presentation 2022-2023

Right to withdraw from sex education

The focus at Coldfall is on building health relationships and learning about the human body and as such is statutory. For more guidance on this area please see below:

Understanding Relationships and Health Education – a guide for primary school parents (publishing.service.gov.uk)

Confidentiality, safeguarding and child protection
Everyone involved in RSHE will be clear about the boundaries of their legal and professional roles and responsibilities. Teachers will discuss confidentiality with pupils through the development of a group ground rules at the start of lessons, making it clear that teachers cannot offer unconditional confidentiality. Pupils will be informed that if confidentiality has to be broken, due to safeguarding concerns, they will be informed first and then supported as appropriate. Teachers will be aware that effective RSHE, which brings an understanding of what is and is not acceptable, can lead to disclosure of a child protection issue. Everyone involved in RSHE will be alert to signs of abuse and report concerns or suspicions to the Designated Safeguarding Lead as outlined in the safeguarding policy. Any disclosure of sexual activity from a primary age child would raise immediate child protection concerns that would be dealt with in a sensitive manner in line with our local safeguarding procedures.

 December 2022

 RSHE Education further information

 In September 2020, the government introduced compulsory Relationships and Health Education at primary. This was introduced to put in place the building blocks needed for positive and safe relationships of all kinds.  It is not compulsory to include extended sex education (beyond national curriculum for science) in primary schools.

However, the DfE does strongly encourages primary schools to deliver sex education to help prepare children for their transition to secondary school. They provide the following advice:

“when a school chooses to teach aspects of sex education (which go beyond the national curriculum for science), the school must set this out in their policy and all schools should consult with parents on what is to be covered.

 Primary schools that choose to teach sex education must allow parents a right to withdraw their children. Unlike sex education in RSHE at secondary, in primary schools, headteachers must comply with a parent’s wish to withdraw their child from sex education beyond the national curriculum for science. Schools will want to draw on the good practice for conversations with parents around the right to withdraw.

Schools must also ensure that their teaching and materials are appropriate having regard to the age and religious backgrounds of their pupils. Schools will also want to recognise the significance of other factors, such as any special educational needs or disabilities of their pupils.”

 

The Coldfall LifeWise curriculum and government guidance.

 

For more information on RSHE guidance for parents click the link here to read the full article.

 

Statutory content: Relationships and Health Education

By following the Coldfall LifeWise Curriculum our pupils will cover the following goals for Relationships and Health Education.

Relationships Education

Relationships Education will put in place the building blocks needed for positive and safe relationships, including with family, friends and online. Children will be taught what a relationship is, what friendship is, what family means and who can support them. In an age-appropriate way, we will cover how to treat each other with kindness, consideration and respect.

By the end of their time at Coldfall Primary school, your child will have been taught content on:

• Families and people who care for me
• Caring friendships
• Respectful relationships
• Online relationships
• Being safe

The Coldfall LifeWise curriculum includes teaching on LGBTQ under the Caring and Respectful Relationship categories of Relationship Education. This is in line with the DfE guidelines and parents cannot opt out of these lessons.

“In teaching Relationships Education and RSHE, schools must ensure that they comply with the relevant provisions of the Equality Act 2010 and The Equality Act 2010: advice for schools, under which sexual orientation and gender reassignment are amongst the protected characteristics.

Schools should ensure that all of their teaching is sensitive and age appropriate in approach and content. At the point at which schools consider it appropriate to teach their pupils about LGBT, they should ensure that this content is fully integrated into their programmes of study for this area of the curriculum rather than delivered as a stand-alone unit or lesson. Schools are free to determine how they do this, and we expect all pupils to have been taught LGBT content at a timely point as part of this area of the curriculum.”

The Coldfall LifeWise curriculum also includes naming parts of the body under Being Safe category of Relationships Education. This is in line with the DfE guidance (students must know how to report concerns or abuse, and the vocabulary and confidence to do so), as well as National Curriculum Science. Parents cannot opt out of these lessons.

Statutory content: Relationships and Health Education

Health Education

Health education aims to give Coldfall Primary pupils the information they need to make good decisions about their own health and wellbeing, to recognise issues in themselves and others, and to seek support as early as possible when issues arise.

By the end of their time at Coldfall Primary school, your child will have been taught content on:

• Mental wellbeing
• Internet safety and harms
• Physical health and fitness
• Healthy eating
• Facts and risks associated with drugs, alcohol and tobacco
• Health and prevention
• Basic first aid
• Changing adolescent body

As part of the Changing adolescent body category of Health Education, the ‘LifeWise’ curriculum includes naming parts of the body, including internal and external, male and female genitalia. This is part of the National Science Curriculum for sex education and parents cannot opt out.

The Coldfall ‘LifeWise’ curriculum introduces the naming of body parts in Year 1 to support safeguarding. The words are used in conjunction with the wider concept of children understanding that these are private parts of their bodies.

Menstruation and Puberty are part of Health education and parents cannot opt out.

The ‘LifeWise’ curriculum introduces menstruation in Year 5. However, the NHS states that children can start menstruating from 8 years old (Year 3). If the school feels that pupils would benefit from discussing menstruation before it has been suggested within the ‘LifeWise’ curriculum, we have the flexibility to deliver the lesson in an earlier year if appropriate for the child’s needs.

Sex Education

Coldfall Curriculum, LifeWise and Sex Education

Under the National Curriculum, the  basics  of Sex Education fall within the Science curriculum. The statutory content requires maintained schools to teach children about human development, including puberty, and reproduction.

In Key Stage 1, pupils will:

Be introduced to the process of reproduction and growth in animals. They should be introduced to the concepts of reproduction and growth, but not how reproduction occurs.

Key Stage 2, pupils will:

Be taught about different types of reproduction, including sexual and asexual reproduction in plants and sexual reproduction in animals. Pupils should draw a timeline to indicate stages in the growth and development of humans. They should learn about the changes experienced in puberty.

When planning our Coldfall PSHE and RSHE curriculum we have followed the government guidance for ‘what pupils should know’ in relation to Relationships and Health Education. We have not extended our curriculum to cover sex education that goes beyond the national curriculum for science.

The government guidance includes that sex education at primary schools covers ‘how a baby is conceived and born’.

 We believe that to understand conception and birth, pupils must have the knowledge to support those concepts. They need to know that babies are created by combining sperm and eggs, that sexual interaction enables sperm and egg to come close enough to fertilise, and that babies develop in their mother’s uterus and are usually born through them. The facts here are purely physical, and government guidance acknowledges that all of this could be covered by the National Science Curriculum.

 It is statutory to teach pupils about the changes that occur as humans develop and about sexual reproduction in  some plants and animals. Describing the changes as humans develop must include teaching about puberty, which is a principal change for humans as they develop and grow older. Puberty is about developing sexual maturity and the ability to reproduce, which for humans is sexual reproduction. The curriculum does not specify which animals to use in learning about sexual reproduction.

Within the Coldfall ‘LifeWise’ curriculum, we address sperm production and the fertilisation of the female egg cell; that sex, reproduction and the process of birth are biological processes that require mature understanding; and that the fertilisation of an egg can lead to implantation, and a foetus growing. We do not believe these lessons are opt out.

●            This lesson reminds pupils to talk to someone they trust if they are unhappy or uncomfortable with anyone touching any part of their body

Appendix: LifeWise: Relationships, Health and Sex

Lesson details

 Year 1 – My Growing Body

• Naming, labelling and drawing main body parts eg: neck,chest, legs, toes, stomach, bottom,

• It talks about looking after our body and how parents, carers or people we trust may help us keep clean by helping us to wash or bathe

• It talks about times when our body may be looked at or touched eg: by being washed, applying cream, by being examined by a doctor or nurse

• It talks about saying ‘no’ if we don’t want our bodies to be touched and who to talk to if we feel uncomfortable or unhappy about our body being touched

• It talks about respecting ourselves and respecting others

• This lesson introduces the scientific body parts of the anus, nipples, vulva, vagina, penis and testicles

• This lesson discusses which body parts belong to male and female bodies and where they are

• The teacher reinforces that these body parts are private and are usually covered and they are not to be touched unless we are comfortable with this

• This lesson reminds pupils that their body is their own and they can say ‘no’ if they do not wish to be touched

• This lesson reminds pupils to talk to someone they trust if they are unhappy or uncomfortable with anyone touching any part of their body

• The teacher reminds pupils that they can talk to them or an adult they trust if they have questions about what they have learned

• This lesson talks about the human life cycle and how our bodies change as we

Year 2 – My Private Body

• This lesson recaps on the names of external genitalia taught in Year

• The teacher reinforces that these body parts are private and are usually covered and they are not to be touched unless we are comfortable with this

• The teacher reminds pupils that they can talk to them or an adult they trust if they have questions about what they have learned

• The lesson discusses that adults asking children to keep secrets, particularly secrets around bodies and touching are not ok and what they should do if this

• This lesson discusses how to respond if physical touch leaves them feeling uncomfortable or

• It talks about respecting ourselves and respecting others

• This lesson reminds pupils that their body is their own and they can say ‘no’ if they do not wish to be touched

●             Pupils know that they are within their rights to speak up if someone is making them feel uncomfortable, and what to say if they experience unwanted touch Continued…

 

Appendix LifeWise: Relationships, Health and Sex

Lesson details

 Year 3 – My Body, Your Body: Keeping Healthy

• The resources discuss how we can keep our bodies healthy in a variety of ways such as needing the right types and amount of nutrition

• They talk about the human skeleton and its functions in terms of movement, support and protection and the names and locations of systems and major organs inside the human body

• They address the characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (eg: the impact of alcohol on diet or health)

• They advise about how and when to seek support including which adults to speak to in school if they are worried about their health

• Lessons emphasise the important fact that everyone has the right to decide who can touch their body, as well as where, and in what way

 

Year 3 – Different Kinds of Friendships

• They discover the values of different types of friendship and as they experience an even wider range of relationships, they will establish the differences in qualities and behaviours that they should expect and exhibit within

• They build on sessions about friendships in Key Stage One and children navigate some of the challenges of developing friendships based in respect, kindness, trust and honesty. They are encouraged to think about the boundaries of different friendships in preparation to explore how friendships can change from platonic to romantic

Year 3 – Gender

• Gender based lessons build on an understanding of the differences between biological sex and gender and explore the ideas that social or cultural beliefs influence gender roles

• They encourage children to respect the different ways that people think of themselves and for them to be confident that the way they describe themselves to others is a matter for their personal choice and that uniqueness should be respected

• Lessons underline the fact that, sometimes unconscious expectations about gender can lead us to treat people

Year 4 – My Body, Your Body, Keeping Safe

• Pupils fully understand the meaning of ‘body rights’ and ‘body autonomy’, identifying which parts of the body are

• They should develop the confidence and know how to respond if someone is touching them in a way that makes them feel uncomfortable and they learn how to talk to a parent/guardian or trusted adult if they are feeling uncomfortable about being

●            Mood swings, emotions, embarrassment and feelings of insecurity are discussed and pupils learn that these are normal feelings around the time of puberty ●            They address the human life cycle.

 

Appendix LifeWise: Relationships, Health and Sex

Lesson details

Year 4 – My Body, Your Body, Keeping Safe (continued)

• Lessons explore when touch might be necessary but it doesn’t always feel good – like when a Doctor needs to examine them or when a parent has to react quickly to keep them out of an immediate danger

• They learn that, even in these cases, it is their right to have someone they trust present or to express to a parent or carer how they feel about protecting themselves and their rights to privacy and

Year 4 – What’s Love?

• Lessons prompt pupils to consider different kinds of love and how we can express it. In the English language we use the word love to represent so many different feelings – but what do we mean when we say we love another person?

Year 4 – Identity and Gender

• Lessons explore how we can be accepting of the rights of everyone to choose their own They support all pupils to be exactly who they feel they should be.
• They allow the opportunity to consider the different compositions of families, and offer respect for LGBTQ+ especially those children who have family members who identify as

Year 4 – Understanding Consent

• As children mature, modesty may become more linked to their self-esteem and children who grow up with a strong sense of respect and appreciation for their bodies will have a greater sense that they are in charge. They can be taught that their bodies are beautiful and precious yet private – even in front of their

• They must always tell a trusted adult when they feel vulnerable. Although they will have seen the Pantosaurus video before, it is a gentle way to emphasise this
• There are opportunities to discuss how culture and family values impact modesty – there is nothing shameful about the human body, but there are socially acceptable norms when it comes to covering up in

Year 5 – My Body Changes, The Human Body

• Lessons use the terminology for the genitals/private parts and assign them to a boy, a girl or both using diagrams

• They discuss changes in physical bodies both inside and out – and understand why these changes occur

• Lessons address how puberty and the menstrual cycle might affect both mind and body

• Lessons discuss sperm production and fertilisation of the female egg cell

• They discuss how the penis may feel hard and grow bigger at times but that this is normal and the penis will return to its usual state

 

Appendix LifeWise: Relationships, Health and Sex

Lesson details

Year 5 – Expressing Love Differently As They Grow

• Pupils learn that maintaining respectful relationships is vital for our well-being; they influence and impact our sense of self and identity…

• Intimacy, passion and commitment are addressed through age-appropriate topics exploring shared passions, appreciating more intimate, trustworthy connections and developinging commitments to a purpose

• They learn about the biology behind their emotions to understand how to navigate themselves into healthier relationships.

• They address the considerations to be made before creating an embryo

Year 5 – Keeping My Body The Same

• Lessons ensure pupils know about the procedure called Female Genital Mutilation and to undrstand that FGM is illegal in the UK
• Pupils will know that there is someone to talk to about FGM and there are organisations that can provide help and

Year 6 – My Amazing Body

• Pupils learn more about how growing up is a biological and emotional process

• Lessons explore in greater detail how the body makes changes to prepare for being an

• Pupils learn that the biology and emotions do not always progress at the same time, which is why the law protects them

• Sex, reproduction and the process of birth are biological processes that require mature

• There are a lot of responsibilities to consider before having an intimate

 

Year 6 – The Power of Love

• Pupils learn about coercion in relationships and how to protect themselves from it

• They begin to consider what unwanted sexual attention is. Pupils will be able to explain that, especially during puberty, privacy about one’s body and private space become even more important for both boys and girls. They will be able to define unwanted sexual attention, feel confident in their intuition and be assertive in their communication about

 

Appendix LifeWise: Relationships, Health and Sex

Lesson details

 Year 6 – Consent

• They will believe that unwanted sexual attention towards both boys and girls is a violation of privacy and that it challenges their rights to decide about their own

• Lessons help them to establish boundaries in personal relationships and prepare them for the fact that future relationships have the potential to be

• They consider these additional factors of healthy relationships and understand more about the laws that protect

Year 6 – Identity, Gender and Sexuality

• Lessons explore ways that laws about gender discrimination have changed in the last thirty
• They require pupils to think critically about the changes that are still required; despite the Equality Act and new parliamentary law on RSHE, discrimination and prejudice still
• Pupils will begin to understand the power and responsibility they have to change

In Google Classroom pupils have access to two rooms; ‘Homework’ and ‘Lockdown’.  In the event of a lockdown or class closures or other COVID related absences, the ‘Lockdown’ room will be used for remote learning in Years 1 – 6.  In Nursery and Reception, work will be uploaded on Tapestry.

Homework/blended learning

All homework to be set weekly on Google Classroom/Tapestry, and include the following: –

• Spelling practice
• Times table practice
• Reading expectations and forum for children to discuss their books
• Monthly project

Pupils not in reading catch-up should be encouraged to complete their homework on a Friday afternoon, following a blended learning approach e.g. pupils will have been given the knowledge required to complete the tasks set.

The outcomes of the monthly project are to be photographed by pupils and uploaded to Google Classroom/Tapestry for teachers to acknowledge.

Additionally, children should photograph and upload weekly spelling practice for teachers to acknowledge.  This could take the form of writing the word in a sentence, writing the words out several times etc.  There will be no spelling test in school.  Uploading something weekly will ensure that families retain familiarity with Google Classroom/Tapestry and are better prepared to use it in the event of another lockdown.

Teachers will check homework has been uploaded before setting new homework and follow up any missing submissions with the pupils involved. If a pupil does not hand in homework two weeks in a row, the class teacher will contact their parents regarding this.

Full Lockdown or Class Closure

In the event of a full lockdown or an individual class closure, the following will be made available on both platforms, and adjusted to meet the needs of different year groups.

• Work will be set daily. In Nursery, a weekly set of activities will be uploaded on a Monday.
• 3 daily videos to introduce and model learning in English, maths and topic (5-10 minutes each). In EYFS this may be a simple counting activity, a story, joint singing etc.
• A timetable of activities will be provided daily on the stream section of Google Classroom, or in a message on Tapestry. This will be supplemented with timetables practice, spelling work and reading.
• One piece of work will be submitted by pupils daily, to be acknowledged by the teacher. In Google Classroom, the marking system allows for weighted marking. Class teachers will not be judging work in this way.  An arbitrary score of 100/100 will be given in order to confirm receipt of the work.
• In Nursery children can upload work at the end of the week.
• A 30 minute, weekly group Zoom conferencing session (for EYFS this may be 10 – 15 minutes) will be established in groups of 6 pupils. Children’s Zoom day will be published on the stream section of Google Classroom, or in a message on Tapestry.  The onus will be on children/parents to attend their Zoom session at their given time (see below). Teachers will not arrange additional sessions for children who do not attend.
• Zoom meeting times: –
  • 9:00 – EYFS
  • 9:30 – Year 1
  • 10:00 – Year 2
  • 10:30 – Year 3
  • 11:00 – Year 4
  • 11:30 – Year 5
  • 12:00 – Year 6

Teachers Self-isolating  

If a class is closed and their teacher becomes ill with COVID-19 and is unable to update their remote learning, the other teachers in their year group will upload work to Google Classroom/Tapestry.  In this instance, parents/children will be informed in the stream section of Google Classroom or via a message in Tapestry.  Work will not be able to be marked and neither will Zoom meetings be able to be held in this scenario.

Setting work for individual children not at school due to Covid-19 e.g. they are awaiting a test result

Children in this category will access lessons on the Oak National Academy.  A link to this is posted weekly in the stream section of a class’s Google Classroom Lockdown page, and posted as a message in Tapestry for Reception children.

Children should also complete any tasks in their ‘Homework’ Google Classroom, if they are able to.

Work can be uploaded to either platform for teachers to acknowledge.

The school office will inform parents of children in this category of the above, and inform the class teacher in order that they know to check for uploads.

Safeguarding

When communicating, staff must only use online accounts linked to the school e.g. email, zoom, Google Classroom, Tapestry etc. At no time should they use personal accounts or social media platforms to communicate with children or parents.

Staff will be mindful of what is in their background when carrying out zoom conferencing e.g. inappropriate images.

If phoning parents from a personal phone, staff will withhold their number.

Teachers will be vigilant in checking pupil engagement – if any pupil has not uploaded work by the end of the second day of a lockdown or class closure, teachers will telephone the parents of the child.  If this lack of engagement persists, teachers will alert Coldfall’s DSLs (Karen Robinson, Alex Sapirstein and Louise O’Mahoney) who will follow up accordingly.

April 2023

 

Approved by:		Date:  September 2022
Last reviewed on:
Next review due by:	September 2023

 

Contents

1. Aims. 3
2. Our school’s legal duties under the Equality Act 2010. 3
3. Limiting the cost of school uniform.. 3
4. Expectations for school uniform.. 4
5. Expectations for our school community. 5
6. Monitoring arrangements. 6
7. Links to other policies. 6

 

 

 

1. Aims

This policy aims to:

• Set out our approach to requiring a uniform that is of reasonable cost, embodies our commitment to sustainability and environmental responsibility and offers value for money for parents and carers.
• Explain how we will avoid discrimination in line with our legal duties under the Equality Act 2010
• Clarify our expectations for school uniform

 

2. Our school’s legal duties under the Equality Act 2010

The Equality Act 2010 prohibits discrimination against an individual based on the protected characteristics, which include sex, race, religion or belief, and gender reassignment.

To avoid discrimination, our school will:

• Avoid listing uniform items based on sex, to give all pupils the opportunity to wear the uniform they feel most comfortable in or that most reflects their self-identified gender
• Make sure that our uniform costs the same for all pupils
• Allow all pupils to have long hair (though we reserve the right to ask for this to be tied back)
• Allow all pupils to style their hair in the way that is appropriate for school yet makes them feel most comfortable
• Allow pupils to request changes to swimwear for religious reasons
• Allow pupils to wear headscarves and other religious or cultural symbols
• Allow for adaptations to our policy on the grounds of equality by asking pupils or their parents to get in touch with Head Teacher (via the school office email)

3. Limiting the cost of school uniform

Our school has a duty to make sure that the uniform we require is affordable, in line with statutory guidance from the Department for Education on the cost of school uniform.

We understand that items with distinctive characteristics (such as branded items, or items that have to have a school logo or a unique fabric/colour/design) cannot be purchased from a wide range of retailers and that requiring many such items limits parents’ ability to ‘shop around for a low price. 

We will make sure our uniform:

• Is available at a reasonable cost
• Provides the best value for money for parents/carers

We will do this by:

• Carefully considering whether any items with distinctive characteristics are necessary
• Limiting any items with distinctive characteristics where possible
• Avoiding specific requirements for items pupils could wear on non-school days, such as coats, bags and shoes
• Keeping the number of optional branded items to a minimum, so that the school’s uniform can act as a social leveler)
• Enable Pupil Premium children to receive a discount on all logo items
• Avoiding different uniform requirements for different year/class/house groups
• Avoiding different uniform requirements for extra-curricular activities
• Making sure that arrangements are in place for parents to acquire second-hand uniform items
• Avoiding frequent changes to uniform specifications and minimising the financial impact on parents of any changes
• Carefully considering any complaints about the policy

 

4. Expectations for school uniform

4.1 Our school’s uniform

Add details of your school uniform to this section, including:

• Logo items are: jumpers/sweatshirt, cardigans and polo shirts
• Optional logo item: Fleece
• Acceptable generic items are: trousers, socks, dresses, royal blue fleece, coats, bags
• For PE children should wear dark shorts and a white t-shirt. In cold weather, children should wear their school jumper/sweatshirt and dark joggers or leggings.
• All long hair should be tied back for Health and Safety reasons. Jewellery and make-up (including nail varnish) should not be worn at any time other than for religious reasons. Pierced ears should be decorated with a simple stud to prevent closure
• Coldfall supports and endorses the ‘Halo Code’ in respect of hairstyles

Halo Code School (halocollective.co.uk)

4.2 Where to purchase it

• Logo school uniform items (see above) can be purchased from our supplier Eco outfitters. This will be sold through their website: https://ecooutfitters.co.uk/

It will be available to purchase in person once each term.   

Non-logo items such as trousers, dresses etc. can be bought widely from any ‘high-street’ retailers.

• Second-hand uniform can be obtained at one of the Friends of Coldfall School uniform sales. These are held termly and parents will be informed of the dates, location and times in advance.

5. Expectations for our school community

5.1 Pupils

Pupils are expected to wear the correct uniform at all times (other than specified non-school uniform days) while:

• On the school premises
• Travelling to and from school
• At out-of-school events or on trips that are organised by the school, or where they are representing the school (if required)

Pupils are also expected to contact the Head Teacher if they want to request an amendment to the uniform policy in relation to their protected characteristics.

5.2 Parents and carers

Parents and carers are expected to make sure their child has the correct uniform and PE kit, and that every item is:

• Clean
• Clearly labelled with the child’s name
• In good condition

Parents are also expected to contact the Head Teacher if they want to request an amendment to the uniform policy in relation to:

• Their child’s protected characteristics

Parents are expected to lodge any complaints or objections relating to the school uniform in a timely and reasonable manner.

Disputes about the cost of the school uniform will be:

• Resolved locally
• Dealt with in accordance with our school’s complaints policy

The school will work closely with parents to arrive at a mutually acceptable outcome.

5.3 Staff

The school staff will aim to support any pupils and families who have challenges meeting the school’s uniform requirements. In cases where it is suspected that financial hardship has resulted in a pupil not complying with the uniform policy the school will take a mindful and considerate approach when resolving the situation.

5.4 Governors

The governing board will review this policy and make sure that it:

• Is appropriate for our school’s context
• Is implemented fairly across the school
• Takes into account the views of parents and pupils
• Offers a uniform that is appropriate, practical and safe for all pupils

The board will also make sure that the school’s uniform supplier arrangements give the highest priority to cost and value for money, for example by avoiding single supplier contracts and by re-tendering contracts at least every 3 years.

 

6. Monitoring arrangements

This policy will be reviewed every 2 years by the School’s Business Manager and Head Teacher. At every review, it will then be sent for approval by the full governing body.

 

7. Links to other policies

This policy is linked to our:

• Behaviour policy
• Equality information and objectives statement
• Anti-bullying policy
• Complaints policy

Coldfall Primary School SEND Policy 2022-2023

Coldfall is an outstanding school with clear aims and expectations for all children and staff. We welcome and support all children who have or may have a SEND throughout, or at any time during their time here regardless of whether they have an Education, Health and Care Plan (ECHP) or not. At Coldfall, we follow the principles outlined in the Code of Practice which states that ‘All schools should admit pupils already identified as having special educational needs, as well as identifying and providing for pupils not previously identified as having SEN. Pupils with special educational needs or EHCPs must be treated as fairly as all other.’

This policy outlines our aims, beliefs and our commitment to include all children in our school regardless of SEND.

Our SEND Vision

All children are unique and at Coldfall we want to ensure there is the same vision and ambitions for all. We believe that all children are entitled to an education which enables them to achieve their best, and we endorse the principle that all children should have full and equal access to the curriculum. We are committed to supporting their needs appropriately and to promote high standards. We also understand the high importance of children’s well-being and self-worth. We want our children to lead happy and fulfilled lives, to be caring and confident and to achieve their personal best which they have a choice in.

Aims and Objectives

As a school we aim to/have:

• Identify needs as early as possible (Cognition and Learning, Communication and Interaction, Social, Emotional and Mental Health and Physical and Sensory)
• A clear and consistent graduated approach with four stages: Assess, Plan, Do, Review
• An effective ongoing partnership with parents/carers
• Environments which meet the needs of all children
• Identify the roles and responsibilities of all members of staff in providing teaching and support for the child’s needs
• Follow our High Quality Teaching approaches
• Involve the child in the SEND process where appropriate

 

We aim for our staff to be/have:

• Confident, empowered and highly capable
• Positive and inspiring
• Team players
• Adaptive
• Exemplary role models
• Reflective practitioners who are up to date with the latest research and best practice
• Committed to all children’s learning and development
• High expectations for all children
• Unshakeable belief in all children
• Warm, caring, nurturing and understanding
• Positive relationships with parents/carers

 

We want our children to be/have:

• A maximised a sense of personal worth – self-confidence
• Good basic skills – academic and social
• A love to learn and to be lifelong learners
• To discover, to love, to share and to use their talents
• Emotional intelligence and social skills
• A strong moral sense
• Well behaved and courteous
• Healthy minds and bodies
• Emotional intelligence
• Happy and have a positive experience at Coldfall

 

The Role of the SENDCO

The SENDCO, under the direction of the Head Teacher and Deputy Head, will:

• Promote an ethos and culture that supports the school’s SEND policy and promotes good outcomes for pupils with SEND or a disability
• Determine the strategic development of special educational needs (SEND) policy and provision in the school, monitoring and reviewing the quality of provision
• Maintain an up-to-date knowledge of national and local initiatives which may affect the school’s policy and practice
• Identify a pupil’s SEND by undertaking initial school-based assessments
• Manage assessment and complete relevant and supporting documentation required (including those by outside agencies)
• Promote the pupil’s inclusion in the school community and access to the curriculum, facilities and extra-curricular activities
• Implement and lead intervention groups for pupils with SEND, and evaluate their effectiveness
• Contribute and oversee the class teacher’s pupil progress review records
• Upkeep records – maintain the SEND register and a provision map
• Evaluate whether funding is being used effectively, and propose changes to make use of funding more effectively
• Be responsible for day-to-day operation of the SEND policy and co-ordination of specific provision to support individual pupils with SEND or a disability
• Provide professional support and advice to colleagues – advising with the graduated approach to SEND support
• Work closely with staff, parents and other agencies
• Liaise with those involved with transitions to ensure an efficient handover
• Organise Annual Reviews for SEND children
• Lead and have responsibility for the preparation of exam arrangements for pupils with SEND
• Work with the Head Teacher and governors to ensure the school meets its responsibilities under the Equality Act 2010 in terms of reasonable adjustments and access arrangements
• Prepare and review information the governing board is required to publish
• Contribute to the school improvement plan and whole-school policy

The Role of our Governing Body

The Governing Body are involved in the recruitment of a suitably qualified and experienced teacher to be the SENDCO (Jenna Buckley-Moran as of September 2021). The Governors have appointed a member of the body to oversee the SEND provision (Ted Lowery) and to meet with the SENDCO termly. As a body, the Governors continue to have an understanding of the provision for those identified with a SEND and the school’s effectiveness in meeting the needs of all. All members are kept up to date with this by the SENDCO and relevant staff members. The Governors also have an understanding of the funding streams children with a SEND and help to ensure that this budget is well spent to maximize the impact of outcomes for these children. The Governors know and understand their statutory duties in relation to children with SEND as outlined in the Children and Families Act 2014 and the SEND Code of Practice 2015.

Our Partnership with Outside Agencies

Depending on the concern and need, professional advice can be sought from outside agencies. Again, depending on the child’s concern and need, this may be for occasional advice or ongoing.

• Educational Psychologist (EP)
• Speech and Language Therapist (SaLT)
• Hearing Impairment service
• The Autism Team (LAST)
• Child Psychiatrist
• Child and Adolescent Mental Health Service (CAMHS)
• Educational Welfare Service
• Social Services
• Occupational Therapist (OT)/Physiotherapist
• Parenting programmes
• Doctors and Nurses

 

Partnership with Parents/Carers

The involvement and communication with parents/carers is paramount for us at Coldfall. Whilst we want parents/carers to trust and have faith in our professional expertise in matters, we want them to be involved and to be involved at all stages of the intervention and SEND process. At Coldfall, we are considerate of wishes, feelings, circumstances and knowledge to make informed decisions together. We believe that this is a team effort and we encourage parents/carers for their support and active contributions to their child’s education and school life.

Behavioural difficulties and SEND

All children are expected to follow the Behaviour Policy however, reasonable adjustments may be made to support full inclusion of a child with SEND. This will be done in conjunction with parents/carers and external professionals where necessary.

If a teacher has concerns that challenging behaviour may be related to SEND, a Teacher Concern Form will be shared with the SENDCO who will then observe the child and work with the class teacher to develop supportive strategies. Mrs Gazzard (Behaviour Lead) will also support this and may create a Behaviour Support Plan for the child.

When a child presents with persistent and recurring behavioural difficulties, and with the permission of parents/carers, we involve outside agencies to advise and support with behavioural difficulties.

Please refer to the Behaviour Policy.

Medical

Where a child has medical needs that impact on their ability to access education, the school will work closely with medical professionals and parents/carers to support the wellbeing and learning of the child.

Who to contact for more information or to discuss a concern:

• The first point of contact is the child’s class teacher
• The SENDCO – Miss Buckley
• The Deputy Head – Mrs Gazzard
• Other senior members of staff – Miss King (Assistant Head), Mr Descrettes (Assistant Head) and Mr Marshall (Headteacher)
• The Governing Body

 

September 2022 – 2023

 

This policy will be reviewed annually

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.

Communication

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.

 

April 2023

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:

April 2023

 

Approved by:	FGB	Date: November 2021
Last reviewed on:	Nov 2021
Next review due by:	Nov 2023

 

Status

 This Whistleblowing Policy is effective from November 2021 and is in line with policy guidance from the Local Authority.

 

Links to other Policies/Documents

 Coldfall Primary Safeguarding Policy

Keeping Children Safe in Education (Dfe 2021) Staff Code of Conduct Document Equalities Policy (Gov UK 2010)

 

Introduction

 Coldfall Primary is committed to conducting its business with honesty and integrity, and expects all staff to maintain high standards in accordance with their contractual obligations and the school’s policies and procedures.

However, all organisations face the risk of things going wrong from time to time, or of unknowingly harboring illegal or unethical conduct. A culture of openness and accountability is essential in order to prevent such situations occurring or to address them when they do occur. Staff are informed of the policy through regular staff meetings and updates are shared appropriately.

This Whistleblowing policy explains how the school and Council will meet their obligations in relation to the Public Interest Disclosure Act (PIDA) 1998 and the Enterprise and Regulatory Reform Act 2013.                   Both Acts aim to protect employees against victimisation if they make a ‘protected disclosure.’

https://www.gov.uk/government/publications/the-public-interest-disclosure-act/the-public-interest- disclosure-act

https://www.gov.uk/government/publications/enterprise-and-regulatory-reform-act-2013-a-guide

Keeping Children Safe in Education (September 2021) also applies a statutory duty for schools to provide a mechanism in which individuals are able to raise concerns about poor or unsafe safeguarding practice.

Aims

 

The aims of this policy are:

• To assist staff in feeling confident about raising concerns regarding fraud, malpractice and improper conduct within the school;
• To ensure workers using this policy are protected from reprisals or victimisation if they have a reasonable belief that they have made a disclosure which is in the public interest;
• To ensure that there is a clear process for whistleblowing concerns to be raised and addressed;
• To ensure that workers receive a response to their concerns; and that workers are aware of how to pursue them if they are not

 

Scope

 This policy may be used by all workers at the school to raise concerns of wrong doing in the workplace that is in the public interest.

Definitions

 The term ‘worker’ is used in this policy to broadly include employees, contractors, agency workers, trainees and a person who is or was subject to a contract to undertake work or services for the school.

Whistleblowing takes place when a worker discloses information regarding a wrongdoing in the workplace that is in the public interest. This could involve an individual or group of individuals involved in breaking the law in the workplace or an individual attempting to cover up an unlawful act.

It is distinct from the grievance procedure which should be used if an employee has a complaint relating to their personal circumstances in the workplace. Personal grievances (e.g. bullying, harassment, discrimination) are not covered by whistleblowing legislation, unless a particular case is in the public interest. Such complaints should be raised by employees under the grievance policy.

Concerns about wrongdoing within the school such as malpractice, breach of health and safety law or any other illegal or unethical act either on the part of management, the governing body or by fellow employees may be raised using this procedure.

The Public Interest Disclosure Act (1998) (PDA 1988) lists six concerns which can be raised the Worker must disclose information that relates to one of these six types of “relevant failure”:

• A criminal offence has been committed, or is likely to be ;
• A person has failed or is likely to fail to comply with any legal obligation to which they are subject. For example, a breach of contract, or a breach of statutory requirement;
• A miscarriage of justice has occurred or is likely to occur;
• The health and safety of an individual has been or is likely to be endangered;
• The environment has been or is likely to be damaged;

Information regarding any of the above has or is likely to be deliberately concealed. Any malicious allegations made under the Whistleblowing Policy may result in an internal investigation by Coldfall Primary School and possibly an investigation by the police. Similarly any inappropriate behaviour from other employees due to the Whistleblowing Policy being used may be subject to disciplinary procedures.

Whistleblowing concerns usually relate to the conduct of school staff, but they may sometimes relate to the actions of a third party, such as a service provider. The law allows staff to raise a concern in the public interest with a third party, where the member of staff reasonably believes it relates mainly to their actions or something that is legally their responsibility. However, staff are encouraged to report such concerns internally first.

 

NSPCC Whistleblowing contact number

Fraud

Disclosures regarding fraud are dealt with separately under the Council’s Fraud Response Plan and any allegations should be reported to the Head of Audit and Risk Management, Haringey Council on 0208 489 5973.

Haringey Council also operates a Fraud Hotline on: 0500 500 777 where information can be left anonymously. Emails can also be sent to fraudcall@haringey.gov.uk , or you can write to the Fraud Team at PO Box 22727, London, N22 7WS.

 

Assurances to Whistleblowers

 If a worker makes a disclosure of information on one or more of the matters listed in The Public Interest Disclosure Act 1998 and they have a reasonable belief that the information shows one of the six relevant failures the worker will not suffer any detriment (including dismissal), even if after investigation it transpires that the concern is unfounded. The school will not tolerate the harassment or victimisation of any worker raising a genuine concern and will take appropriate action, including disciplinary procedures, to protect workers raising a concern which is in the public interest.

If a worker requests that their identity is protected, the school will try and protect their anonymity as far as is possible. If the situation arises where the school is unable to resolve the concern without revealing the worker’s identity (for instance because the worker’s evidence is needed in court), the school will discuss with the worker how the matter should proceed. However, it must also be stated that if a worker chooses not to disclose their identity it will be much more difficult for the school to look into the matter or to protect an individual’s position or to give feedback.

The complainant is encouraged to put their name to any allegations as a result. Please note that staff must:

• believe the disclosure of information is in the public interest;
• believe it to be substantially true;
• not act maliciously; or knowingly make false allegations; and
• not seek any personal

 

Procedure for Making Complaints

 

In the first instance workers should raise their concerns with the Headteacher, Deputy Headteacher, line manager, Chair of Governing Body or Trade Union Representative. There must be reasonable grounds for any suspicions, and as much detail as possible provided.

There may be a case where it is not appropriate for a worker to raise concerns with their Headteacher/Manager, for example where the worker suspects their Headteacher/Manager may be involved. In those cases, Workers should report their concerns orally or in writing to the Chair of the Governing Body.

The Assistant Director of Corporate Governance (Haringey’s Monitoring Officer), will be informed by the school of the issue that has been raised under the school’s Whistleblowing Policy. The officer will monitor the situation and outcome of investigations.

Once a concern has been raised, the school will carry out an initial assessment to determine the scope of any investigation. The school will inform the ‘whistleblower’ of the outcome of its assessment. The member of staff raising the concern may be required to attend additional meetings in order to provide further information. At these meetings they may be accompanied by a union representative or work colleague.

The school will aim to keep the whistleblower informed of the progress of the investigation and its likely timescale, unless the report is made anonymously.

Any member of staff raising a concern under the procedure will be kept informed of progress by the Headteacher, including, where appropriate, the final outcome. However, in certain circumstances, e.g. where disciplinary action under the school’s Disciplinary Policy has resulted from the concern, it may not be appropriate to provide specific details due to the confidentiality and sensitivity of such matters.

There are no rights of appeal against any decisions taken under this procedure. The school will keep a log of whistleblowing complaints and provide this to the Council on request.

Workers should feel confident in raising any concerns under the Whistleblowing Policy, as long as there is a reasonable belief they are acting in the public interest. However, in cases where allegations are found to be malicious, made in bad faith or for personal gain (for example made due to an employee holding a grudge against another employee), the employee may be subject to disciplinary action under the school’s Disciplinary Policy.

 

External Advice

 

The law encourages workers to make an internal disclosure as the primary method of whistleblowing, however, the school fully recognises that staff may wish to seek advice and support from their trade union before deciding to make a whistleblowing complaint.

In certain circumstances it may be appropriate to raise concerns outside of the school to the appropriate ‘prescribed regulator’. It is recommended that this only done after a Worker has attempted to address concerns directly with the school or Council and through the whistleblowing policy.

The concern raised must be in the genuine interest of the public and the individual must also believe the information to be substantially true, i.e. more than just suspicion. The Worker is advised to discuss his/her concerns with a legal advisor or trade union before taking the step of reporting concerns outside of the school.

The charity Protect – (formerly Public Concern at Work), provides free confidential advice to workers who have concerns about wrongdoing in the workplace.

 

Government Whistleblowing Advice Line – PROTECT – 020 7404 6609 Concerns raised by Children

The school works hard to ensure that children know how to seek help if they are worried about anyone’s behaviour or conduct towards them. The child protection policy, for dealing with allegations against other children and disciplinary policy for allegations against staff should be referred to when dealing with safeguarding concerns

.If an allegation about a member of staff or volunteer is related to the safety or wellbeing of a child the school’s Safeguarding policy should be referred to and the Local Authority Designated Officer (LADO) will be contacted if necessary.

The Department For Education’s “Keeping Children Safe in Education” (2021) documentation includes guidance on safeguarding of children in schools. https://www.gov.uk/government/publications/keeping-children-safe-in-education–2

 

Monitoring and Review

 

The school will maintain a log of all reported whistleblowing and review this policy at least every two years. The Governors are responsible for formally adopting this policy. The Headteacher should ensure that the policy is consequently implemented and all workers are aware of how to access the policy.

The school will maintain a log of all reported allegations and review the policy every 2 years or in line with any legislative changes, whichever comes first.

Schools should contact the relevant HR schools team before any amendments or changes are made to this policy as it may be necessary to consult with Trade Unions regarding proposed changes.

 

Equalities

 

Coldfall Primary will ensure that it complies with its duties under the Equality Act 2010 and have due regard to the need to eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under the abovementioned Act. https://www.gov.uk/guidance/equality-act-2010-guidance

 

Procedures for policy monitoring/review and dissemination

 

All members of staff and governors will receive a copy of this policy. Copies are available to parents on request. This Policy has been approved by the Governing Body and the School Leadership Team and it will be reviewed in line with the school’s Policy Schedule and guidance from the Local Authority.

Staff/persons responsible:

Headteacher

Deputy Headteacher Designated Safeguarding Lead Haringey Local Authority

The Governing Body