developing school policies · all governors should be involved in the debate and decision making....
TRANSCRIPT
Developing School Policies
Issued: Spring Term 2011
Education 2015
Developing School Policies
Developing School Policies – list of contents
Section 1 - Introduction Page 1.1 Background 11.2 Legalframework 11.3 Terminology 11.4 Adviceandsupport 11.5 Availabilityofthebooklet 11.6 Purpose 21.7 Categoriesofschools 21.8 Whichpoliciesshouldschoolshave? 41.9 Governingbodycommitteesandpolicies 41.10 Whoisresponsibleforpolicymaking? 51.11 Policydevelopment–Howshouldthegoverningbodysetaboutit? 61.12 HumanResources(HR)policies 61.13 Checklistforpolicypreparation 71.14 Policydevelopment–Whatshouldaneffectivepolicyinclude? 71.15 Monitoringpolicies 81.16 Evaluatingpolicies 91.17 Reviewingpolicies 91.18 Schoolpolicieschecklist 101.19 Availabilityofpolicies–Masterfile 101.20 Policysignature 11 Section 2 – Statutory policies 2.1 Whatstatutorypoliciesshouldschoolshave? 132.2 AdmissionsPolicy 152.3 ChargingPolicy(ChargingforSchoolActivities) 192.4 ChildProtection/SafeguardingChildreninEducation 212.5 ComplaintsPolicyandProcedures 242.6 CurriculumPolicy 252.7 EqualityPolicies 282.8 HealthandSafetyProcedures 352.9 PerformanceManagementPolicy 372.10 PupilBehaviourandDiscipline(includingAnti-Bullying)Policy 402.11 SexandRelationshipsEducation(SRE)Policy 462.12 SchoolTeachers’PayandConditionsPolicy 492.13 SpecialEducationalNeedsPolicy 502.14 Staffing/HumanResources 53
Developing School Policies
Developing School Policies 1
Section 1 - Introduction
1.1 Background
TheDevelopingSchoolPoliciesbookletwasproducedandfirstissuedinMarch2008.ThebooklethasbeenreviewedfollowingtheupdateandreleaseinDecember2009ofakeyWelshAssemblyGovernment(hereaftertermedthe‘WAG’)schoolgovernancepublicationcalledASchoolGovernor'sGuidetotheLaw(hereaftertermedthe‘GuidetotheLaw’).
1.2 Legal framework
ThelegalbackgroundregardingschoolgoverningbodypolicyanddocumentationcanbefoundinAnnex1–SchoolGoverningBodies:PoliciesandDocumentsoftheGuidetotheLaw.
1.3 Terminology
Throughoutthebooklet,thetermLocalAuthority(LA)isusedinsteadofLocalEducationAuthority(LEA).ThetermLAisusedbecausethelawissoontochangetousethatterminplaceofthelongusedterm‘LEA’.Wherethereisreferencetotermsthataredefinedinlegislation,forexample“LEAgovernor”,thetermLocalEducationAuthority(LEA)isstillused.
1.4 Advice and support
GovernorsareremindedthathelpandadviceisavailablefromtheGovernorSupportUnit(GSU)byringing01446709106/8(directlines).
1.5 Availability of the booklet
Copiesofthisbookletarealsoavailableon-lineviatheGovernorSupportUnitpageontheValeofGlamorganCouncilwebsiteat:
www.valeofglamorgan.gov.uk/working/education_and_skills/school_improvement/governor_support_unit.aspx
Inelectronicversionsofthebookletareferenceisunderlined.Thisindicatesahyperlinkhasbeenattachedtothereference,whichshouldallowyoutoaccessthefulldocumentorwebsitebyclickingonthelink.
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1.6 Purpose
Thegoverningbodyhasthreemainroles:
o Toprovideastrategicoverviewo Toactasacriticalfriendo Toensureaccountability
Policiesareoneofthekeytoolsbywhichthegoverningbodycarriesoutitsresponsibilityforsettingthestrategicdirectionoftheschool.Theyprovidethephilosophyandprincipleswhichunderpinthewaythingsshouldbedonebytheschool.
Thisbookletaimstohelpgoverningbodieswiththekeyelementsofthepolicymakingprocessforwhichtheyareresponsible:
o Policy development–gettingtherightpoliciesinplace.o Monitoring–knowingthatpoliciesareimplemented.o Evaluating–understandingtheimpact.o Reviewing–makingsurepoliciesremainrelevantandrevisingthemas
appropriate.
Thebookletalsosupportsgovernorstohelpthemasktherightquestions;tochallengethemselvesandtheHeadteachertoidentifywhatimpacttheirpolicieshaveonimprovingstandards.
1.7 Categories of schools
Governorsshouldbefamiliarwiththeirownschoolcategoryandthelegalobligationsplaceduponthemwhendevelopingtheirschoolpolicies.
Thecategoriesofschools,withaverybriefexplanationofwhattheymeanfortheschool,are:
o Community School–theschoolincludinglandisowned,maintainedandstaffedbythelocalauthority(subjecttoresponsibilitiesdelegatedtogoverningbodies);
o Foundation School –thegoverningbodyownsthepremises,employsthestaffandhasprimaryresponsibilityforadmissionarrangements.ItwillreceiverevenueandcapitalfundingfromtheLA;
o Voluntary Aided School–theschool(sometimesviaathirdpartyi.e.thepromoter)holdsitsownpremises,employsthestaffanddealswithadmissionarrangements.TheLAviatheschoolbudgetshareprovidesrevenuefunding.The
Developing School Policies 3
governingbodywillincludefoundationgovernorsorinthecaseofaschoolwithnofoundation,partnershipgovernors.Thesewillholdamajorityoftheplacesonthegoverningbody;
o Voluntary Controlled School–Thelandandbuildingsoftheschoolareoftenownedbyavoluntaryorganisation.However,theLAwillemploythestaffandhaveprimaryresponsibilityforadmissionarrangements.Inpracticemanyvoluntarycontrolledschoolswillhaveaconnectiontoapromoter,inthemainareligiousbodyforthepurposesofprovidingafaitheducation.Thegoverningbodywillincludefoundationgovernorsbuttheywillnotbeinthemajority;and
o Community Special School –aschoolprovidedforchildrenwithAdditionalEducationalNeeds.Theschoolincludinglandisowned,maintainedandstaffedbytheLA.
AlistofallschoolsintheValeofGlamorganandtheircategoryisshownbelow:
‘Community’ English Medium Secondary Schools
RhwsPrimary
BarryComprehensive PalmerstonPrimaryBrynHafrenComprehensive StAthanPrimaryCowbridgeComprehensive StIlltydPrimary
LlantwitMajor SullyPrimary‘Vountary Aided’ Secondary School VictoriaPrimary
StRichardGwynR/C YBontFaenPrimary‘Community’ Welsh Medium
Secondary SchoolYsgolGymraegPenyGarth
YsgolGyfunBroMorgannwg YsgolIoloMorganwg‘Foundation’ Secondary Schools YsgolGwaunyNant
StCyresComprehensive YsgolSantBarucStanwell YsgolSantCurig
‘Community’ Junior SchoolsChurch in Wales
‘Voluntary Controlled’ SchoolsMurchJunior GwenfoC/WPrimary
‘Community’ Infant Schools Peterston-Super-ElyC/WPrimaryDinasPowysInfants StNicholasC/WPrimary
‘Community’ Primary SchoolsChurch in Wales
‘Voluntary Aided’ SchoolsAlbertPrimary AllSaintsC/WPrimary
BarryIslandPrimary LlansannorC/WPrimaryCadoxtonPrimary PendoylanC/WPrimary
4 Developing School Policies
CoganPrimary StAndrewsMajorC/WPrimaryColcotPrimary StBridesMajorC/WPrimary
EagleswellPrimary StDavidsC/WPrimaryEvenlodePrimary Wick&MarcrossC/WPrimary
FairfieldPrimaryRoman Catholic
‘Voluntary Aided’ SchoolsGladstonePrimary StHelen'sInfantHighStreetPrimary StHelen'sJuniorHoltonPrimary StJoseph’sPrimary
JennerParkPrimary ‘Community’ Nursery SchoolsLlancarfanPrimary ButeCottageNurseryLlandoughPrimary CadoxtonNurseryLlanfairPrimary CoganNurseryLlanganPrimary ‘Community’ Special Schools
LlanilltudFawrPrimary AshgroveOakFieldPrimary YsgolErw’rDelynRomillyPrimary YsgolMaesDyfan
1.8 Which policies should schools have?
Somepoliciesarerequiredbylaw.Othersarerecommendedasgoodpracticeforallschools.
Itisimportanttomakesurethatthosepolicieswhicharestatutoryandrequiredbylawareinplaceandhavebeenformallyapprovedbythegoverningbody(asrecordedintheminutesofthegoverningbodymeeting).
Considerationshouldalsobegiventothosepoliciesidentifiedinthebookletasnonstatutorybutrecommended.Don’trushtowritethosewhicharenotalreadyinplace.Identifyyourprioritiesandagreeaprogrammefordevelopingthosepolicies.
1.9 Governing body committees and policies
Eachgoverningbodycommitteecouldbeaskedtoestablishalistofpoliciesrelatingtoitsareaofresponsibility,withatimetableshowingthosewhichneedtobedrafted,thosewhichexistandwhentheywillbereviewed.Committeesshouldkeepthewholegoverningbodyinformedofprogressbysubmittingaprogrammeforreviewinganddraftingpoliciesonanannualbasis.
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1.10 Who is responsible for policy making?
ThegoverningbodyandtheHeadteachereachhavekeyrolesandresponsibilitiesinrelationtoschoolpolicies.Thesevaryatdifferentstagesofthepolicymakingprocess:
1. Policy development
Ideally,governingbodiesandHeadteachersshouldworktogetherinpartnershiptodevelopkeypolicies.Headteachersshouldinvolvegoverningbodiesatanearlystagewhenformulatingpolicies.
Ifpoliciesaretobeeffectivetoolsfordirectingtheworkoftheschool,thereneedstobedirectinputfromthegoverningbodyinplanningandformulatingthem.
2. Policy implementation
ThisistheresponsibilityoftheHeadteachertomanage.
3. Monitoring, evaluating and reviewing
Thegoverningbodyisresponsibleformonitoringandevaluatingtheimplementationofitspolicies.TheHeadteacherisresponsibleforcollecting,analysingandpresentinginformationabouttheimplementationofpoliciesforconsiderationbythegoverningbody.
Thisisexplainedclearlyinparagraph4and5oftheWAGGuidanceCircularSchoolGovernment(TermsofReference)(Wales)Regulations2000:Circular34/00:
“The governing body are to carry out their functions with the aim of taking a largely strategic role in the running of the school. This includes setting up a strategic
framework for the school, setting its aims and objectives, setting policies and targets for achieving the objectives, reviewing progress and reviewing the strategic framework in
the light of progress.
The Headteacher is responsible for the internal organisation, management and control of the school; and for advising on and implementing the governing body’s strategic
framework. In particular, Headteachers need to formulate aims and objectives, policies and targets for the governing body to consider adopting; and to report to the governing
body on progress at least once every school year.”
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1.11 Policy development – How should the governing body set about it?
Allgovernorsshouldbeinvolvedinthedebateanddecisionmaking.Whilstpoliciesmaybedevelopedbycommittees,itisgoodpracticeforthewholegoverningbodytoapprovethem.Readymadepoliciesaresometimesavailableforgoverningbodiestoadopt.Whilstthesemayprovideausefulstartingpoint,policiesreallyneedtobe‘owned’bytheschooliftheyaretobeeffectiveinpractice.Asageneralrule,don’tjustadoptpolicieswrittenbyothersinordertogettherightpieceofpaperinplace.
Diagram 1: Trytoensurethatpeoplewhorepresentthesectionsoftheschoolcommunityaffectedbythepolicyareinvolvedinitsdevelopment.Goodconsultationwillimprovepoliciesandmakeitmorelikelythattheywillbeapplied.
1.12 Human Resource (HR) policies
TherearepoliciestheLArecommendsthatschoolsadoptsuchasthosewrittenbyitsHumanResources(HR)Departmentonspecificareassuchasredundancy.GoverningbodiesshouldstronglyconsideradoptingthesepoliciesastheyhavebeenwritteninconsultationwithandagreedbyTeachers’Associations.IfgoverningbodiesdonotagreetothesepoliciestheywillhavetonegotiatetheirownwiththeTeachers’Associations.
Developing School Policies 7
1.13 Checkist for policy preparation
Policymakinghastobeplannedandpreparedfor.Consider:
o Whatinformationdoweneed?o Howwillwegetit?o Whowillweconsult–staff/parents/pupils?o Howwillweconsultthem?o Howwillwescheduleourdiscussions?o Whoelsecouldjoininourdiscussions?o Howcanwemakethebestuseofourtimetogether?o Howwillweencourageeverygovernortocontributetothediscussionand
decisionmaking?
Don’tforgettothinkabouttheneedforanystafftrainingandtheimplicationsfortheallocationofresources.
Oncethepolicyisdrafted,itneedstobeformallyagreedbythewholegoverningbody.Thegoverningbodyshouldthenconsiderwhoneedstobeinformedaboutthenewpolicyandhowthatwillhappen.
Makesurethatsetsofschoolpoliciesareeasilyaccessible,inparticulartotheHeadteacher,theChairofthegoverningbodyandtheClerk.Allstaffandgovernorsshouldhaveanuptodatelistofschoolpoliciesandknowwheretheycanreadthem.Parentsshouldalsohaveaccesstorelevantpolicies.
1.14 Policy development – What should an effective policy include?
o A statement about what the governing body wants to happen. Thisshouldfocusonwhatthegoverningbodywantstheschooltoachieve,not
howtheschoolmightworktoachieveit.
o How can this be done? ThisislargelyamatterfortheHeadteacherandstaff,althoughthegoverningbody
maywishtoapplysomelimitations.Forexample,thegoverningbodymightspecifythatpupilsshouldnotbegroupedacrossKeyStages.
o The process for monitoring and review:(i) Theproceduresandinformationwhichwillbeusedtocheckhowwell
thepolicyworksinpractice.(ii) Thetimetableformonitoringandreview.(iii) Appropriatestafflinksareinplacetokeepthegoverningbodyinformed.(iv) Eachpolicyshouldidentifytheresponsiblememberofstaff.
8 Developing School Policies
(v) Thegoverningbodymayfinditusefultodevelopahousestyleforallpoliciestofollow.Policiesshouldnotbetoolong;somewillfitononesideofA4.
(vi) Allpoliciesshouldincludethedateonwhichtheywereapprovedbythegoverningbodyandthedateonwhichtheywillbereviewedbythegoverningbody.
1.15 Monitoring policies
Thegoverningbodyneedstosatisfyitselfthatthepolicy:
o isimplemented;o achieveswhatthegoverningbodywantsittoachieve;ando remainsrelevanttotheschool’sneeds.
Thepolicystatementitselfshouldthereforeincludearrangementsformonitoring,evaluatingandreviewingitseffectiveness.
Intermsofmonitoring,thepolicyshouldidentify:
o ‘What’thegoverningbodyneedstoknow;o ‘When’theinformationisneeded;ando ‘How’itwillbeobtained.
o ‘What’ will the governing body need to know? Decidewhatthegoverningbodyneedstoknowtocheckthatapolicyis
implementedfairlyandconsistentlyandthatitisworking.Thiswillincludebothhardinformation(suchasKeyStageassessmentresults)andsoftinformation(suchasparents'views).Focusspecificallyontheinformationneededtomonitorwhatisinthepolicyandtrynottogetsidetracked.
o ‘When’ will the information be needed? Thepolicystatementshouldincludearealistictimescaleformonitoringand
review.Thegoverningbodywillneedtotakeintoaccountthetimeneededbyschoolstafftocollectinformation,andshouldaimtofitinwiththeexistingcycleofcollectionandanalysisofinformation.
Thereportingtimescalewilldependonthetopic.Somepoliciesshouldbereportedontermly;butothersmaybereportedonlessfrequently.Forexample,thegoverningbodymaywishtoreceivetermlyreportsontheoperationofitshealthandsafetypolicybutareportonitssexeducationpolicyeverytwoyears.
Similarly,thereviewcycleofpolicieswillvary.Somepolicieswillcomeupforreviewonanannualbasisduringthecourseoftheschoolimprovementplanning
Developing School Policies 9
andbudgetcycles.ForotherssuchasthePerformanceManagementPolicy,thereisalegalrequirementforthemtobereviewedeveryschoolyear.
o ‘How’ can it be obtained? MonitoringwilllargelytakeplacethroughreportsprovidedbytheHeadteacher
andstaff.Thegoverningbodymightalsoaskagovernor,committeeorworkinggrouptolookataparticularpolicyarea.TheHeadteachercouldarrangeaprogrammeofgovernorvisitstoshowevidenceofthepolicyworkinginpractice.
1.16 Evaluating policies
Havingreceivedthemonitoringreports,itisessentialthatthegoverningbodyusetheinformationtounderstandtheimpactofthepolicyontheschoolandtoidentifytheneedforactionwhereappropriate.
Governingbodiesneedtoevaluatetheimpactoftheirpoliciesonanongoingbasisandconsiderthemonitoringreportsandaskquestions.
Forexample:
o Istheimplementationofthepolicyprogressingasplanned?o Isitmakingadifference?o Whatimpactisithavingonimprovingstandards?o Whatarethestrengthsandweaknessesofthepolicy?o Whatmoreisbeingdone,orneedstobedone?
Itishelpfultoreferbacktotheaimsandobjectivessetoutinthepolicystatementtoassesswhetheritisdeliveringwhatthegoverningbodyhadintended.
ThegoverningbodyneedstohaveongoingdialoguewiththeHeadteachertoreachacommonunderstandingoftheissuesandtheactiontobetaken.
1.17 Reviewing policies
Areviewdateshouldbesetforeachpolicyatthetimeitisapproved.Asaresultofregularmonitoringandevaluation,governingbodiesmaydecidetoreviewapolicybeforetheoriginalreviewdate.Ideally,however,trytoavoidpostponingthereviewdate.
Inreviewingpolicies,consider:
o Hasthepolicybeensuccessfullyimplemented?o Whatistheimpactofthepolicyintheschool–Diditachievewhatwas
intended?o Arethebasicaimsandobjectivesstillrelevant?
10 Developing School Policies
o Doesthepolicysupportotherpolicies?o Dothemonitoringarrangementsenablethegoverningbodytounderstandhow
thepolicyisbeingimplementedandwhatitsimpacthasbeen?o Whataretheviewsofthoseaffectedbythepolicy(staff/parents/pupilsetc)?
1.18 School policies checklist
Governingbodiesmayusethefollowingtableasachecklisttomonitorwhichpoliciestheyown.Itcanbeusedtomonitorexistingpoliciesandthedatewhentheyshouldbereviewed.Itcanalsobeusedtohighlightthosepoliciesthatdonotyetexistwithatargetdateforwhentheywillbeproduced.
Policy title
If the Policy existsIf the Policy does
not exist
Approveddate
Reviewdate
Priority1=High5=Low
Targetdate
1.19 Availability of policies – Master file
Itisrecommendedthatanypoliciesagoverningbodyproducebekepttogetherwiththeabovechecklistinamasterfileforeasyreference.
Theschoolshouldkeepaminimumoffivefilesfor:
o Headteacher;o Chairofthegoverningbody;o Clerktothegoverningbody;o Staffroom;ando Parents&pupils
Developing School Policies 11
ItreflectswellonaschoolatthetimeofanESTYNinspectionorifvisitedbytheWelshAuditOfficeifitspoliciesareeasilyaccessible.
Schoolsshouldalsoarrangeforteachersandsupportstafftohavetheirowncopiesofpolicieswhichrelatetotheirwork.Parentsshouldknowtheyhaveeasyaccesstoafilecontainingschoolpolicies.Staffandgovernorsshouldhaveaccesstoalistofpoliciesandbeinformedwheretheycanreadthem.
Accesstoalistoftheschool’spoliciesmaybeviatheschoolwebsitewithhyperlinkstoeachindividualpolicy.
1.20 Policy signature
ItisalsohighlyrecommendedthattheChairofthegoverningbodysignoffanypolicyacceptedbythegoverningbody.Thepro-formaonthenextpagecanbeusedasatemplateandamendedaccordinglybyeachgoverningbody.
OnceapolicyhasbeenacceptedandsignedoffbytheChairofthegoverningbody,itisagoodideatostoretheformwithinthemasterfilementionedin1.19.
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School Logo
Policy:
[Name of Policy]
Thisistoconfirmthatthegoverningbodyof[School] acceptedtheattached
policyatthegoverningbodymeetingheldon[Date].
Signed:........................................................................................................................................
Printname:...............................................................................................................................
Chair of Governing Body
Date...........................................................................................................................................
Developing School Policies 13
Section 2 – Statutory policies
2.1 What statutory policies should schools have?
ThestatutorypoliciesgoverningbodieshaveadutytoproduceandadoptfortheirschoolscanbefoundinatableinAnnex1oftheGuidetotheLawandistitled‘SchoolGoverningBodies:PoliciesandDocuments’.Thetablecanalsobeseenhere:
Statutory policies/procedures
Where to find further
information in this booklet
Where to find further information
in the Guide to the Law
Admissions PolicyVoluntaryAidedandFoundationschools.AlsoCommunityandControlledschoolsiftheLocalAuthoritytransferstheresponsibilitytothem.
Part 3 School Standards and Framework Act (SSFA) 1998, Code on School Admissions 2009
Page
15
Chapter 14Admissions
Charging Policy Allschools
Section 457 Education Act 1996
Page
19
Chapter 17ChargingforSchool
Activities
Child Protection/ Safeguarding Children in Education AllSchools
Section 175, The Education Act 2002 Safeguarding Children - The Role of Local Authorities and Governing Bodies.
Page
21
Chapter 25Health,Safetyand
Welfare
Complaints Policy and Procedures AllSchools
Section 29 of the Education Act 2002 National Assembly for Wales Circular 03/2004 – School Governing Bodies Complaints Procedures.
Page
24
Chapter 12ComplaintsandWhistleblowing
Curriculum Policy AllSchools
The School Government (Terms of Reference) (Wales) Regulations 2000
Page
25
Chapter 11TheCurriculum
Equal Opportunities Policies oDisabilityEqualitySchemeoGenderEqualityoRaceEquality
Allschools
All Legislation relating to Equal Opportunities is listed under Chapter 9 of the Guide to the Law.
Page
28
Chapter 9EqualOpportunities
andSchoolGovernors
14 Developing School Policies
Health & Safety Policy VoluntaryAidedandFoundationSchools
SeeChapter25oftheGuidetotheLawforrelevantLegislativelistings.
The Local Authority is responsible for setting the policy in Community, Community Special and Controlled Schools (Refer to Chapter 25 of the Guide to the Law for legislative position and listings).
Page
35
Chapter 25Health,Safetyand
Welfare
School Teachers’ Pay and Conditions Policy AllSchools
School Teachers’ Pay and Conditions Document and Guidance on School Teachers’ Pay and Conditions
Page
49
Chapter 10Staffing
Performance Management AllSchools
School Government (Terms of Reference) (Amendment)(Wales) Regulations 2002
School Teacher Appraisal (Wales) Regulations 2002
Page
37
Chapter 10Staffing
Pupil Behaviour and Discipline (including Anti Bullying) Policy Allschoolsmustkeepawrittenstatementofgeneralprinciplesonbehaviouranddiscipline.
Section 61, School Standards and Framework Act 1998
Page
40
Chapter 15BehaviourandAttendance
Sex EducationAllschools
Section 404 of Education Act 1996 requires schools to have a policy.
Primary Schools are not required to include sex education in the school’s curriculum by virtue of Section 101 of the Education Act 2002.
Page
46
Chapter 11 TheCurriculum
Special Educational Needs Policy Allschools.
Page
50
Chapter 13 ChildrenwithAdditional
EducationalNeeds
Staff Discipline, Conduct, Capability and Grievance Procedures Allschools
Staffing of Maintained Schools (Wales) Regulations 2006
Page
53
Chapter 10 Staffing
Developing School Policies 15
2.2 Admissions Policy
Legislative Framework
TheSchoolStandardsandFrameworkAct1998(“the1998Act”)setsoutthelegislativeframeworkforschooladmissions.Inaddition,astatutorySchoolsAdmissionsCodeandaseparatestatutoryCodeonSchoolAdmissionAppealscameintoforceon31March2009.ThisimposesrequirementsandgivesguidancetoLA’sandotheradmissionauthoritiesonthelaw,andontheguidingprinciplesforadministeringschooladmissions.AllthoseinvolvedwithadministeringadmissionarrangementsmustactinaccordancewiththeCode.
Therearedifferinglegalobligationswhicharedependentonthecategoryofschool:
Community Schools Community Special Schools
Voluntary Controlled Schools Maintained Nursery Schools
Legal obligations
‘For community and voluntary controlled schools the LA is the admission authority and is responsible for all aspects of school admissions (except where the LA has delegated this responsibility to the governing body with their agreement). The governing bodies of such schools must, by law, implement the LA’s decisions on individual applications and act in accordance with the LA’s admission arrangements. If they refuse, the LA can refer the matter to the Welsh Ministers, who may direct the governing body to comply with the LA’s decision under Section 496 or Section 497 of the Education Act 1996.’
School Governors Guide to the Law - Chapter 14
Guidance
TheSchoolAdmissionsSectionoftheLocalAuthority(LA)publishesaguidancebooklettitledAParentalGuidetoSchoolAdmissionsintheVale.Thisisupdatedeachacademicyearandincludescomprehensiveinformationon:
o AdmissionsTimetableo TheLA’sAdmissionPolicyo AdmissionCriteriao ApplicationProcesso AppealProcesso ProvisionforChildrenwhohaveSpecialEducationalNeedso AdmissionNumberso StatutoryClassSizeso Transporto FreeSchoolMeals
GoverningbodiesfromtheabovecategoryschoolssimplyadopttheLA’sadmissionpolicy.
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Advice and support
IfyouhaveanyqueriesabouttheLAAdmissionPolicy,pleasecontacttheValeCouncilSchoolAdmissionsSection:
MikeMatthewsPrincipalOfficer-AdmissionsTel:01446709727email:[email protected]
PaulaJonesAdmissionsOfficerTel:01446709725email:[email protected]
Voluntary Aided Church in Wales (C/W) Schools
Voluntary Aided Roman Catholic (R/C) Schools
Foundation Schools
Legal obligations
‘In foundation and voluntary aided schools the governing body is the admission authority. The governing body may delegate the functions relating to admission arrangements to a committee (but not an individual) that will administer the admission process as determined by the governing body. It is considered good practice to appoint the head teacher to an admissions committee, but head teachers have no individual role in admissions and cannot act in place of the governing body in determining the school’s admission policy, or in deciding on the admission of any individual child.’
School Governors Guide to the Law - Chapter 14
Guidance
Infoundationandvoluntaryaidedschoolsthegoverningbodyisresponsiblefortheadmissionofpupilsandisthe‘admissionsauthority’.Howeverithasalegaldutytoconsultonitsownadmissionarrangementswithotheradmissionauthorities,includingtheLAandotherfoundationandvoluntaryaidedschools,withinthe‘relevantarea’.ThiswillnormallybetheLAinwhichtheschoolissituated.Oncedetermined,otheradmissionauthoritiesmustbeinformedofthearrangement,andofanysubsequentchanges.Thereisadutyontheschooltopublishitsadmissionarrangementsannuallyforthebenefitofpotentialparents.
AdmissionprocedureswithinvoluntaryaidedandfoundationschoolsintheValearewellestablishedandgoverningbodiesofvoluntaryaidedschoolsareadvisedtocontacttheirappropriateDiocesanDirectortodiscussandagreeanyproposedchanges.
Developing School Policies 17
Advice and support
TheadmissionscriteriaforallvoluntaryaidedandfoundationschoolsislistedintheguidancebookletAParentalGuidetoSchoolAdmissionsintheValehowevertheLAhaslimitedinfluenceontheadmissionpolicyoftheseschools.
Forfurtheradvice:
Voluntary Aided Church in Wales (C/W) Schools
IfyouhaveanyqueriesabouttheAdmissionPolicyforaVoluntaryAidedChurchinWalesSchool:
o AllSaintsC/WPrimaryo LlansannorC/WPrimaryo PendoylanC/WPrimaryo StAndrewsMajorC/WPrimaryo StBridesMajorC/WPrimaryo StDavidsC/WPrimaryo Wick&MarcrossC/WPrimary
Pleasecontactaschooldirectlyor:
TheReverendEdwinCounsellDiocesanDirectorofEducationTheDiocesanOfficeTheCourtCoychurchBridgendCF355EHTel:01656868858emailvia:[email protected]
Voluntary Aided Roman Catholic (R/C) Schools
IfyouhaveanyqueriesabouttheAdmissionPolicyforaVoluntaryAidedRomanCatholicSchool:
o StHelen’sR/CJunioro StHelen’sR/CInfanto StJoseph’sR/CPrimary
18 Developing School Policies
Pleasecontacttheschooldirectlyor:
AnneRobertsonDiocesanDirectorofSchoolsandCollegesArchbishop'sHouse43CathedralRoadCardiffCF119HDTel:02920233838Fax:02920345950email:[email protected]
Foundation Schools
IfyouhaveanyqueriesabouttheAdmissionPolicyforaFoundationSchool:
o StCyresComprehensiveo Stanwell
PleasecontacttheHeadteacher/Chairofthegoverningbodydirectlyastheseschoolsarethemselvestheadmissionsauthority.
Developing School Policies 19
2.3 Charging Policy (Charging for School Activities)
Everyschool,regardlessoftheircategoryhasalegalobligationtodetermine,adoptandimplementaChargingPolicy.
Legislative Framework
TheEducationAct1996:Sections449–462setsoutthelawregardingwhatchargescanandcannotbemadeforactivitiesinschoolsmaintainedbyLAsinEnglandandWales.TheActprescribeswhatactivitiesagoverningbodymayandmaynotchargeforwhentheytakeplaceeitherduringoroutsideofschoolhours,includingresidentialactivities.
What is a charging policy?
Achargingpolicyisastatementthattakesintoaccountofeachtypeofactivitythatcanbechargedforandexplainswhenchargeswillbemade.Ifachargeistobemadeforaparticulartypeofactivity,forexampleoptionalextras,parentsneedtoknowhowthechargewillbeworkedoutandwhomightqualifyforhelpwiththecost(orevengetitfree).Thisinformationshouldbemadeavailabletoparents.Agoverningbodymaynotchargeforanythingunlessithasdrawnupastatementofgeneralpolicyoncharging.
Welsh Assembly Government (WAG) Guidance Circular – Guidance for Governing Bodies on Charging for School Activities
TheWAGpublishedin2010guidanceforgoverningbodiesonchargingforschoolactivities.Thecircularincludesamodelprocedurewhichgoverningbodiesmaychoosetoadopt.AlsoincludedintheCircularareanumberoftemplateletterswhichschoolsmayusetorequestforavoluntarydonationforatrip/visit/practical/activity/residentialtrip.
TheCircularalsoincludesaFrequentlyAskedQuestions(FAQ)sectionwhichisalsoshownhere:
Q. Can governing bodies charge for educating children in maintained schools?
A. Nochargecanbemadeforadmittingpupilstomaintainedschools.Educationprovidedduringschoolhoursmustbefree.Thisincludesmaterialsandequipment,andtransportprovidedinschoolhoursbytheLAorbytheschooltocarrypupilsbetweentheschoolandanactivity.“Schoolhours”arethosewhentheschoolisactuallyinsessionanddonotincludethebreakinthemiddleoftheschoolday.
20 Developing School Policies
Q. Can a school charge for an activity that takes place out of School hours?
A. Parentscanonlybechargedforactivitiesthathappenoutsideschoolhourswhentheseactivitiesarenotanecessarypartofthenationalcurriculumordonotformpartoftheschool’sbasiccurriculumforreligiouseducationorforactivitiesthatareanessentialpartofthesyllabusforanapprovedexamination.Chargesmaybemadeforotheractivitiesthathappenoutsideschoolhoursifparentsagreetopay.TheEducationAct1996describesactivitiesthatcanbechargedforas“optionalextras”.ItisuptotheLAorgoverningbodyprovidingtheactivitiestodecidewhethertomakeacharge.
Q. Can a school ask for voluntary contributions?
A. Yes,insomecircumstances.Althoughgenerallyschoolscannotchargeforschool-timeactivities,theymaystillinviteparentsandotherstomakevoluntarycontributions(incashorinkind)tomakeschoolfundsgofurtherorassistinaparticularactivity.Allrequeststoparentsforvoluntarycontributionsmustmakeitquiteclearthatthecontributionswouldbevoluntary.Governingbodiesshouldalsomakeitclearthatchildrenofparentswhodonotcontributewillnotbetreatedanydifferently.Ifaparticularactivitycannottakeplacewithoutsomehelpfromparentsthisshouldbeexplainedtothemattheplanningstage.
Q. What happens if the school is unable to raise enough voluntary contributions to cover costs?
A. Wheretherearenotenoughvoluntarycontributionstomaketheactivitypossibleandthereisnowaytomakeuptheshortfall,theactivitymustbecancelled.Theessentialpointisthatnopupilmaybeleftoutofanactivitybecausehisorherparentscannot,orwillnot,makeacontributionofanykind.
Q. Why must the school have a Charging Policy?
A. AChargingandRemissionPolicyisrequiredbylawandisdesignedtominimisethefinancialbarrierswhichmaypreventsomepupilsfrombenefitingfromschoolactivitiesandvisits.
Q. Is a residential trip in or out of school time?
A. Residentialactivitycountsasfallingwithinschooltimeifthenumberofschoolsessionsmissedbythepupilsamountstohalformoreofthenumberofhalfdaystakenupbytheactivity.Eachschooldayisnormallydividedintotwosessionsandeach24-hourperiodisdividedintotwohalfdaysbeginningatnoonandmidnight.If50%ormoreofahalf-dayisspentonaresidentialtrip,thewholehalf-dayiscountedasspentonthetrip.
Advice and Support
IfyouhaveanyqueriesaboutyourChargingPolicy,pleasecontactinthefirstinstance,theGovernorSupportUniton01446709106/8.
Developing School Policies 21
2.4 Child Protection/Safeguarding Children in Education
Section175oftheEducationAct2002cameintoforceinWaleson1September2006andplacedadutyonLAsandgoverningbodiesofmaintainedschoolstohavearrangementsinplacetoensurethatthey:
o exercisetheirfunctionswithaviewtosafeguardingandpromotingthewelfareofchildren;and
o haveregardtoanyguidanceissuedbytheWAGwhendrawingupthosearrangements.
Safeguarding
‘Safeguarding’coversmorethanthecontributionmadetochildprotectioninrelationtoindividualchildren.Itencompassesissuessuchaspupilhealthandsafetyandbullying,aboutwhichtherearespecificstatutoryrequirements.Wheretherearestatutoryrequirements,governingbodiesshouldensuretheirschoolhaspoliciesandproceduresinplacethatsatisfythemandcomplywithanyguidanceissuedbytheWAG.
Itincludesarangeofotherissuessuchasarrangementsformeetingtheneedsofchildrenwithmedicalconditions;sexandrelationshipeducationanddrugsandsubstancemisuse,aboutwhichtheWAGhasissuedguidance.Theseshouldbeevidencedbypoliciesandproceduresthatareinaccordancewiththatguidanceorachievethesameeffect.
Governingbodiesalsoneedtobeabletoshowthattheyhaveconsideredwhetherchildren,includingindividualchildren,intheirschoolhaveanyspecificsafeguardingneedsinadditiontothosecoveredbyguidanceandifso,thatgoverningbodieshavepoliciesandproceduresinplacetomeetthoseneeds.
Safeguardingalsocoversinternetsafety,educationalvisits,schoolsafetyandissueswhichmaybespecifictoalocalareae.g.gangactivity.
Legal obligations
KeylegislationonSafeguarding/ChildProtectionstemsfromtheChildrenAct1989andtheChildrenAct2004.TheChildrenAct2004placedadutyonlocalauthoritiesandpartneragenciestoco-operatetoimprovethewellbeingofchildrenandyoungpeopleineachlocalauthorityareainWales,whichistakenforwardthroughthestatutoryChildrenandYoungPeople’sPartnerships(CYPP).
Guidance
GoverningbodiesareaccountableforensuringthattheirschoolhaseffectivepoliciesandproceduresinplacetosafeguardandpromotethewelfareofchildreninaccordancewiththeWAGGuidanceCircular005/2008-SafeguardingChildrenin
22 Developing School Policies
Education:TheroleoflocalauthoritiesandgoverningbodiesundertheEducationAct2002,theAllWalesChildProtectionProcedures2008andaccompanyingWAGGuidanceCircular12/07-SafeguardingChildren:WorkingTogetherUndertheChildrenAct2004,andanylocallyagreedinter-agencyproceduresandmonitoringitscompliancewiththem.
TheAdditionalLearningNeeds(ALN)ServiceoftheLearning&DevelopmentDirectorateisthedepartmentresponsibleforadvisingonSafeguarding/ChildProtectionissueswithintheLA.
TheLAisrequiredtomaintainarecordofeveryValeschool’s‘DesignatedSeniorPerson’forSafeguarding/ChildProtection,deputySeniorPersonaswellasdetailsoftheLinkGovernorforSafeguarding.AllschoolsandgoverningbodiesarerequestedtoinformtheALNServiceifthereisachangeinthecontactdetailsofeithertheDesignatedSeniorPersonorLinkGovernorforSafeguarding.
Child Protection allegations against Staff Members
IntheeventofaHeadteacherorChairofgovernorsreceivingchildprotectionallegationsagainstamemberofstafftheyshouldimmediatelyinformtheLALeadOfficerforChildProtectionforfurtherguidance.TheallegationswillbeconsideredinaccordancewiththeLocalSafeguardingChildren’sBoardprocedures.
Ifitisdecidedthatthemattermayresultindisciplinaryaction,thegoverningbody,inaccordancewiththeStaffingofMaintainedSchools(Wales)Regulations2006,musttakethefollowingaction:-
o Appointanindependentinvestigator;ando Appointanindependentnongovernormemberwithvotingrightstoboththe
staffdisciplinaryanddismissalcommitteeandthedisciplinaryanddismissalappealscommittee(differentmembertobeappointedtoeachcommittee).
SchoolsandgoverningbodieswillbeinformedofthisrequirementbytheLALeadOfficerforChildProtection.
TohelpgoverningbodiesfulfilthefirstrequirementWAGhavesetupanIndependentInvestigatorService(WAGIIS)whichgoverningbodiescanusefreeofcharge.AllschoolshavebeencirculatedwithaletterfromWAGwithcontactdetailsoftheWAGIIS.
Theroleofthenongovernorsistosupportthesegoverningbodycommitteesthroughoutthisdifficultprocessbygivingdueregardtoalltheevidenceandensuringimpartiality.Thenongovernorshavefullvotingrightsandmayeithertaketheplaceofanexistingcommitteememberorbeadditionaltotheexistingthreemembers.
Developing School Policies 23
Thisisonlyabriefoutlineoftheproceduresgoverningbodiesmustfollowshouldtheyfindthemselvesinthissituation.FurtherinformationmaybeobtainedfromtheLALeadOfficerforChildProtection.
Guidance
TheALNServicehasproducedaSafeguarding/ChildProtectionfolderwhichhasbeendistributedtoallschools.ThefoldercanbealsobeaccessedviatheGovernorSupportUnitwebpageandincludesaModelChildProtectionPolicyforSchools.
Advice and Support
IfyouhaveanyqueriesabouttheLA’sSafeguarding/ChildProtectionPolicy&Procedures,pleasecontact,inthefirstinstance,theALNServiceHelplineon01446709180.
24 Developing School Policies
2.5 Complaints Policy and Procedures
Everyschoolhasalegalobligationtodetermine,adoptandimplementaComplaintsPolicyandProcedures.
Legal obligations
Section29oftheEducationAct2002requiresthegoverningbodiesofallmaintainedschoolsinWales,includingnurseryschools,toestablishproceduresfordealingwithcomplaintsfromparents,pupils,membersofstaff,governors,membersofthelocalcommunityandothers.Thisincludescomplaintsabouttheschoolandanycommunityfacilitiesorservicesthattheschoolprovides.Thelawalsorequiresgoverningbodiestopublishtheircomplaintsprocedures.
WAG Guidance
TheWAGissuedaGuidanceCircularonSchoolGoverningBodiesComplaintsProcedures-CircularNo:03/2004in2004.TheCircularcontainsguidanceforHeadteachersandschoolgoverningbodies,ontheestablishmentandpublicationofproceduresfordealingwithcomplaintsfromparents,membersofstaff,membersofthelocalcommunity,governors,pupilsandothers.TheCircularisaveryclearandinformativedocumentandgoverningbodiesareadvisedtofamiliarisethemselveswiththedocument.
TheWAGalsoissuedaGuidanceCirculartitledGuidanceforSchoolGoverningBodiesonProceduresforComplaintsinvolvingPupils-CircularNo:39/2006.ThisCircularissupplementarytotheaboveCircular03/2004andshouldbereadinconjunctionwithit.
‘Dealing with Complaints’ Guidance Booklet
TheGovernorSupportUnitalsopublisheditsownguidancebookletin2007titledDealingwithComplaintswhichreflectedWAGguidance.AdditionallytheguidancebookletincludesmodelComplaintsProcedures,atAppendixB,forgoverningbodiestoconsiderandadopt.ThebookletcanbeaccessedviatheSchoolGuidanceandPoliciessectionontheGovernorSupportUnitwebpage.
ItisstronglyrecommendedthatallgoverningbodiesintheValeadoptthemodelComplaintsProcedures.
Advice and Support
IfyouhaveanyqueriesaboutyourComplaintsPolicyandProcedures,pleasecontacttheGovernorSupportUniton01446709106/8.
Developing School Policies 25
2.6 Curriculum Policy
Everyschoolhasalegalobligationtodetermine,adoptandimplementaCurriculumPolicy.
Guidance
Theschoolcurriculumisnotsimplyacollectionofsubjectsorexperiences.Inrelationtothemattersoractivitieswhichitcovers,itisrequiredtobebalancedandbroadlybasedandmustpromotethespiritual,moral,cultural,mentalandphysicaldevelopmentofpupilsatschoolandofsocietyandpreparepupilsfortheopportunities,responsibilitiesandexperiencesofadultlife.Everymaintainedschoolmustprovidethebasiccurriculumwhichincludesthefollowing:
o thenationalcurriculumsubjects,whichappliesfromyears5-16;o religiouseducationforallregisteredpupilsattheschool;pupilsupto19yearsold;o collectiveworshipforpupilsupto19yearsold;o sexeducationinthecaseofaspecialschoolthisappliestosecondaryschool
pupils.Primaryschoolsmusthaveapolicyre:sexeducation;o personalandsocialeducation;o careersandtheworldofwork.Thisformspartofthebasiccurriculumandis
compulsoryforallregisteredpupilsaged11-16.Inaddition,itisalsopartoftherequirementsoftheLearningCoreoftheLearningPathways14-19.
Responsibilityforthecurriculumissharedbetweentheheadteacher,thegoverningbody,theLAandtheWAG.
The Basic Curriculum - National Curriculum subjects
The12NationalCurriculumsubjectsare:English,Welsh,ModernForeignLanguages,Mathematics,Science,DesignandTechnology,InformationandCommunicationTechnology,History,Geography,ArtandDesign,MusicandPhysicalEducation.
TheSubjectOrderscoverages:
o 7to16(KeyStages2to4)inEnglish,Welsh,Maths,Science,andPE;ando 7to14(KeyStages2and3)–intherestofthesubjects.
Thecurriculumfor3-7yearoldsissetoutintheFrameworkforChildren’sLearningfor3to7-year-oldsinWales.Thecurriculumfor14-19yearoldsisdefinedbyLearningPathwaysandqualificationschoice.
26 Developing School Policies
Curriculum Policy – Overview and Information
Thepolicyshouldprovideanoverarchingframeworkthattranslatesthevaluesandaimsoftheschoolintoeffectiveteachingandlearning.
ThepolicymustcoverboththeNationalCurriculum,whichprovidesthelegalfoundationandsecuresanentitlementforallpupils,andallthatislearnedinschool,formallyandinformally,andwithinandbeyondtheschoolday.
Thepolicyshouldestablishprinciplesagainstwhichotherpoliciesandprocedurescanbedevelopedorcheckedsothattheyareconsistentandcoherent.
Thepolicyshouldincludeastatementofpurposeandtheschoolshouldconsultwithparentsandstaffinwritingaboutthepolicy.
Thepolicyshouldembracepoliciesandproceduresforadmissions,assessment,careerseducationandguidance,charging,collectiveworship,drugeducation,equalopportunities,healthandsafety,homework,lettings,nutritionalstandards,performancemanagement,raceequality,schoolvisits,sessiontimes,SEN,sexeducation,staffdisciplineandteachingandlearning.
Factors to consider for your Curriculum Policy
Allchildrenhavearighttoabroad,balancedandrelevanteducationwhichprovidescontinuityandprogressionandtakesindividualdifferencesintoaccount.WorkinschoolshouldbeplannedtomeettherequirementsoftheNationalCurriculum.
The school aims to:
o Caterfortheneedsofindividualchildrenofbothsexesfromallethnicandsocialgroups,includingthemostableandthosewhoareexperiencinglearningdifficulties
o Facilitatechildren'sacquisitionofknowledge,skillsandqualitieswhichwillhelpthemtodevelopintellectually,emotionally,socially,physically,morallyandaesthetically,sothattheymaybecomeindependent,responsible,useful,thinking,confidentandconsideratemembersofthecommunity
o Createandmaintainanexcitingandstimulatinglearningenvironmento Ensurethateachchild'seducationhascontinuityandprogressiono Ensurethatthereisamatchbetweenthechildandthetaskss/heisaskedto
performo Provideabroadandbalancedcurriculumo Recognisethecrucialrolewhichparentsplayintheirchildren'seducationand
makeeveryefforttoencourageparentalinvolvementintheeducationalprocesso Treatchildreninadignifiedway
Developing School Policies 27
We aim that all children should
o Learn:tobeadaptable;howtosolveproblemsinavarietyofsituations;howtoworkindependentlyandasmembersofateam
o Developtheabilitytomakereasonedjudgementsandchoices,basedoninterpretationandevaluationofrelevantinformationfromavarietyofsources
o Behappy,cheerfulandwellbalancedo Beenthusiasticandeagertoputtheirbestintoallactivitieso Beginacquiringasetofmoralvalues,suchashonesty,sincerity,personal
responsibility,onwhichtobasetheirownbehaviouro Beexpectedtobehaveinadignifiedandacceptablewayandlearntobecome
responsiblefortheiractionso Careforandtakeprideintheirschoolo Developtolerance,respectandappreciationofthefeelingsandcapabilitiesof
othersinanunbiasedwayo Developnon-sexistandnon-racistattitudeso Knowhowtothinkandsolveproblemsmathematicallyinavarietyofsituations
usingconceptsofnumber,algebra,measurement,shapeandspaceandhandlingdata
o Beabletolistenandreadforavarietyofpurposesandbeabletoconveytheirmeaningaccuratelyandappropriatelythroughspeechandwritingforavarietyofpurposes
o Developanenquiringmindandscientificapproachtoproblemso Haveanopportunitytosolveproblemsusingtechnologicalskillso Becapableofcommunicatingtheirknowledgeandfeelingsthroughvariousart
formsincludingart/craft,music,dramaandbeacquiringappropriatetechniqueswhichwillenablethemtodeveloptheirinventivenessandcreativity
o Knowaboutgeographical,historicalandsocialaspectsofthelocalenvironmentandnationalheritageandbeawareofothertimesandplacesandrecogniselinksamongfamily,local,nationalandinternationalevents
o Havesomeknowledgeofthebeliefsofthemajorworldreligionso Developagility,physicalco-ordinationandconfidenceinandthroughmovemento Knowhowtoapplythebasicprinciplesofhealth,hygieneandsafety
Advice and Support
IfyouhaveanyqueriesaboutyourCurriculumPolicy,pleasecontactinthefirstinstance,theGovernorSupportUniton01446709106/8.
28 Developing School Policies
2.7 Equality Policies
AllSchoolshavearesponsibilitytoconsiderandactonequalitylegislation.
ThemainlegislativerequirementsarefoundinthefollowingActs:
o Equality Act 2010
ThecreationoftheEqualityAct2010aimstopresentamodern,singlelegalframework,providingclearer,streamlinedlawthatismoreeffectiveattacklingdisadvantageanddiscrimination.ThefirstpartoftheActcameintoforcefrom1October2010andreplacedandextendedanumberofexistingequalityActsandRegulations.
TheActprotectspupilsfromdiscriminationandharassmentbasedon‘protectedcharacteristics’.
Theprotectedcharacteristicsfortheschoolsprovisionsare:
o Disability.
o Genderreassignment.
o Pregnancyandmaternity.
o Race.
o Religionorbelief.
o Sex.
o Sexualorientation.
Thecategoriesofpeoplecoveredbytheschoolsprovisionsare:
o Prospectivepupils(inrelationtoadmissionsarrangements).
o Pupilsattheschool(includingthoseabsentortemporarilyexcluded).
o Formerpupils(ifthereisacontinuingrelationshipbasedonthemhavingbeenapupilattheschool).
Public Sector duties as a result of the Equality Act 2010
TheEqualityActwillhaveamajorimpactonallLA’sandSchoolsthroughtheintegratedPublicSectorEqualityDutyfromApril2011.ItwillplaceasingleEqualityDutyonallpublicbodiesbybringingtogetherthethreeexistingduties(Race,DisabilityandGender)andextendingthatdutytoincludegenderreassignment,age,sexualorientationandreligionandbelief.FurtherinformationrelatingtotheimpactoftheDutywillbesharedwithschoolsclosertoApril2011.
Developing School Policies 29
ThepublicsectordutiesoftheEqualityAct2010willrequireallschoolsto:
o Eliminatediscrimination,harassmentandvictimisation.
o Advanceequalityofopportunity.
o Fostergoodrelations
ThesedutieswillreplaceallpreviouslegislationanddutiesrelatingtoRace,DisabilityandGenderdetailedbelowfromApril2011.
o Race Relations (Amendment) Act 2000
TheActprovidesadutytoeliminateracediscrimination,promoteraceequalityandpromotegoodrelationsbetweenpeoplefromdifferentethnicgroups.
o Disability Discrimination Act 2005
TheActplacesadutyonschoolstoeliminatediscriminationandpromotedisabilityequality.
Guidance for Vale Schools
ThissectionincludesspecificguidanceforValeSchoolson:
1. Disability Equality Scheme–includingdetailsoftheVale’smodelDisabilityEqualitySchemeandAccessibilityPlan
2. Race Equality Policy–includingdetailsoftheVale’smodelRaceEqualityPolicy
3. Equality Legislation & Policy–Adviceonothercurrentnotableequalitylegislationandpolicy.
1. Disability Equality Scheme
TheDisabilityEqualityDutyisapositivedutyonallpublicbodiestopromotedisabilityequality.Allprimaryandsecondaryschoolsmaintainedbyalocaleducationauthority,andalllocalauthoritiesthemselves,arecoveredbytheDisabilityEqualityDuty.Thismeansthat,alongsidetheirexistingduties,schoolsandlocalauthoritieswillhavetotakeproactivestepstopromotedisabilityequalityforpupils,employees,andserviceusers.
Legal obligations
TheDisabilityDiscriminationAct(DDA)2005providesadutyforschoolstoeliminatediscriminationandpromotedisabilityequality.
TheDisabilityEqualityDuty(DED)forthepublicsectorisalegaldutythatrequiresallmaintainedprimaryandsecondaryschoolstotakeproactivestepstoensuretheirdisabledpupils,staffandgovernors,parents/carersandotherpeopleusingtheschoolaretreatedequally.
30 Developing School Policies
ThereisbothageneralandspecificdutyundertheAct:
General duty:
o Promoteequalityofopportunityo Eliminateunlawfuldiscriminationo Eliminatedisability-relatedharassmento Promotepositiveattitudestowardsdisabledpeopleo Encouragedisabledpeople’sparticipationinpubliclifeo Takestepstotakeintoaccountpeople’sdisabilities,evenwherethat
involvesmorefavourabletreatment
Specific duty:
PrimaryandSecondaryschoolsshouldhavedevelopedaDisabilityEqualitySchemeby1April2007.
SchoolsarerequiredtoimprovetheaccessibilityoftheirschoolsfortheirdisabledpupilsundertheplanningdutiescontainedinPart4oftheDDA.ADisabilityEqualitySchemebuildsonthisasthespecificdutiescoverdisabledemployeesandotherdisabledusersofschoolpremisesandservices(suchasparentsandcarers)aswellaspupils.ThereisalsoastatutoryrequirementtoinvolvedisabledpeopleintheproductionofaDisabilityEqualityScheme.
ADisabilityEqualitySchemeshouldinclude:
o Astatementofhowdisabledpeople-disabledchildren,youngpeopleandadultshavebeeninvolvedindevelopingtheScheme.
o TheSchool’sarrangementsforgatheringinformationontheeffectofyourpoliciesandpractices(e.g.recruitment,achievementofdisabledpupils).
o Detailsofhowtheschoolisgoingtousetheinformationgathered,inparticular,inreviewingtheeffectivenessoftheActionPlanandpreparingsubsequentSchemes.
o Theschool’smethodsforassessingtheimpactofyourpoliciesandpracticesondisabilityequalityandwhereimprovementscanbemade.
o Aplanofaction-alistofactionpointsthatdetailthestepsthattheschoolisgoingtotaketomeetthegeneralduty.
Model Disability Equality Scheme for Vale Schools
AmodelDisabilityEqualitySchemeforValeschoolsincorporatinganAccessibilityPlanwhichgoverningbodiescanconsider,amendtosuittheirowncircumstancesandthenadoptcanbeaccessedviatheSchoolGuidanceandPoliciessectionontheGovernorSupportUnitwebpage.
Developing School Policies 31
TheSchemeshouldbereviewedeverythreeyearsandmostschoolsthatlaunchedtheirSchemein2007-8shouldreviewandupdatetheirSchemeforthenextthreeyears,2010-11to2012-13.
IfyouneedfurtheradviceaboutyourDisabilityEqualitySchemeand/orAccessibilityPlanpleasecontactCarolineRees,HeadofServiceforAdditionalLearningNeeds(ALN)[email protected]
2. Race Equality Policy
EveryschoolisrequiredtocomplywiththegeneralandspecificdutiesoftheRaceRelations(Amendment)Act2000,andarerequiredtodevelopaRaceEqualityPolicytodemonstratehowtheycomplywiththeprovisionsoftheAct.Thisshouldbereviewedevery3years.
Race Relations (Amendment) Act 2000
TheAmendmentActimposesageneraldutyonpublicauthorities,includingschools,inperformingtheirpublicfunctiontohavedueregardfortheneedto:
o promoteequalityofopportunity;o promotegoodrelationsbetweenpersonsofdifferentracialgroups;ando eliminateunlawfulracialdiscrimination.
What must we have in our schools?
TheRaceRelationsAmendmentAct(RRAA)placesageneraldutyandanumberofspecificdutiesonschoolstopromoteraceequality.InJune2002theCommissionforRacialEquality(CRE)issuedastatutoryCodeofPracticeonthedutytopromoteraceequality.Itprovidesguidanceonmeetingthenewdutieswhichapplytoallschoolswhetherornottheyhavechildrenfromminorityethnicgroupsonroll.
ThePolicyessentiallypackagesthespecificdutiesintoacoherentstrategyandactionplan.Itshouldcoverallrelevantfunctionsandpolicies,bringingthemwithinasingleframework.Apolicymustmakeclearhowaschoolplanstomeetbothitsgeneralandspecificduties.Ideallyitshouldsummarisetheschool'soverallapproachtoracialequalityandhowthislinkstoitscorporateaimsandobjectives.
EveryschoolmusthaveaRaceEqualityPolicy.
Race Equality in Vale schools - The local context
TheValeofGlamorganisrapidlybecomingamorediverseandmulticulturalcommunityinwhich39languagesarespoken.
TheprofileoftheLocalAuthorityhaschangedsignificantlyoverthepast10yearsandatpresent8%oftheschoolpopulationisfromadiverserangeofethnicminoritycommunities.Withintheethnicminorityschoolpopulation30%ofpupilsareinthe
32 Developing School Policies
processofacquiringEnglishasanAdditionalLanguage(EAL).Inaddition,outofthenumberofpupilsacquiringEAL,therehasalsobeenasignificantriseinthenumberofpupilswhoarenewtoEnglish.
ThisplacestheValeofGlamorganasbeingtheAuthoritywiththefourthlargestnumberofpupilsfromethnicminoritybackgroundswithinWales.This,alongwithagrowingawarenessofthepositiveaspectsofcultural,linguisticandreligiousdiversity,hasmeantthatschoolshavebeenexploringmoreappropriateapproachestoeducationaldevelopmentinordertomeettheneedsofandraisetheattainmentofpupilsfromminorityethnicgroups.
What guidance is available on Race Equality for schools?
ESTYNprovidedguidanceinSeptember2010titled‘Supplementaryguidanceontheinspectionofracialequality,thepromotionofgoodrelationshipsandEnglishasanadditionallanguage’.
TheCommissionforRacialEquality(CRE)inJune2002issuedastatutoryCodeofPracticeonthedutytopromoteraceequalitycalled‘LearningforAll–StandardsforRacialEqualityinSchools’.
TheValeofGlamorganCouncil’sEthnicMinorityAchievementService(EMAS)teamhasalsoproducedanumberofkeydocumentswhichshouldbeconsideredincluding:
o EthnicMinorityAchievementService(EMAS)Policy-toprovidepracticalsuggestions
o ModelRaceEqualityPolicyforValeSchools
o RacialIncidenceguidance-tosupportschoolsinaddressingracialharassment,aswellasrecordingracialincidents.
TheValeofGlamorganCouncilcommissionedRaceEqualityFirst(REF)whoproducedareportinMarch2010titled‘ReviewofSchoolRaceEqualityPolicies’intheVale.
AlltheaboveguidancecanbeaccessedviatheSchoolGuidanceandPoliciessectionontheGovernorSupportUnitwebpage.
IfyouneedfurtheradviceonyourRaceEqualityPolicypleasecontact:
MartineColesLeadProfessionalEALEthnicMinorityAchievementService(EMAS)teamValeofGlamorganCouncilTel:01446709130email:[email protected]
Developing School Policies 33
LisaElleryLeadProfessionalEALSecondaryPhaseEthnicMinorityAchievementService(EMAS)teamValeofGlamorganCouncilTel:01446709130email:[email protected]
3. Equality Legislation & Policy – Adviceonothernotableequalitylegislationandpolicy.
Gender Equality
What is the gender equality duty?
ThegenderequalitydutywasintroducedintolegislationintheEqualityAct2006,amendingtheSexDiscriminationAct.Itmeansthatpublicbodiesmusthave‘dueregard’totheneedto:
o toeliminateunlawfulsexdiscriminationandharassment(includingfortranssexualpeople)
o topromoteequalityofopportunitybetweenmenandwomen
Thegenderdutyismadeupoftwoelements,the‘generalduty’andthe‘specificduties’.Thegeneral dutycameintoforceinGreatBritainonApril62007anditrequiresallpublicauthorities,includingschools,tohavedueregardtotheneed:
o toeliminateunlawfulsexdiscriminationandharassmentonthegroundsofseetopromoteequalityofopportunitybetweenmenandwomen.
Thespecific dutiesdefinethemeansofmeetingthegeneraldutyandtheserequireschoolsto:
o prepareandpublishagenderequalityscheme,showinghowitintendstofulfilitsgeneralandspecificdutiesandsettingoutitsgenderequalityobjectives
o considertheneedtoincludeobjectivestoaddressthecausesofanygenderpaygap
o gatheranduseinformationonhowtheschool'spoliciesandpracticesaffectgenderequalityintheworkforceandinservicedelivery
o consultstakeholdersonitsgenderequalityobjectiveso assesstheimpactofitscurrentandproposedpoliciesandpracticesongender
equalityo implementtheactionssetoutinitsschemewithinthreeyears-thisisoften
referredtoasthe“ActionPlan"o reportannuallyontheschemeandreviewiteverythreeyears.
34 Developing School Policies
What is a gender equality scheme?
Thegenderequalityscheme(GES)shouldprovideaclearframeworktohelpidentifyobjectives,plandeliveryandevaluatethestepsneededtoensurethatthegenderequalityduty(GED)isbeingcarriedout.Itcanbeembeddedwithinanotherstrategicdocument,suchastheSchoolDevelopmentPlan.IftheGESisincludedinanotherdocument,itmustbeclearthatthespecificgenderdutieshavebeenaddressed.
Guidance
TheValeofGlamorganCouncil’sEqualitiesDepartmentcanprovideadviceandguidanceonequalitylegislation,developingandreviewingyourequalitypoliciesandcomplaintsrelatingtoequalityissues.
AdviceonequalitylegislationisalsoavailablefromtheEqualityandHumanRightsCommission(EHRC).
ForadvicefromtheValeofGlamorganCouncil’sEqualitiesDepartmentpleasecontact:
LindaBrownCorporateEqualitiesOfficerValeofGlamorganCouncilTel:01446709362email:[email protected]
NicolaHintonCorporateEqualitiesOfficerValeofGlamorganCouncilTel:01446709362email:[email protected]
Developing School Policies 35
2.8 Health and Safety Procedures
Community Schools Community Special Schools
Voluntary Controlled Schools Maintained Nursery Schools
GoverningbodiesandtheLA(astheemployerofstaffinCommunity,CommunitySpecial,VoluntaryControlledandMaintainedNurseryschools)haveresponsibilityforprotectingthehealthandsafetyofallstaff,pupilsandvisitors.
TheLAprovidesguidancethatappliestoallitsCommunity,CommunitySpecial,VoluntaryControlledandMaintainedNurseryschools,andtheseschoolsareexpectedtofollowit.TheLAmaytakeactionagainstgoverningbodieswhofailinthisduty.
Voluntary Aided Schools Foundation Schools
InFoundationandVoluntaryAidedschoolsthegoverningbodyistheemployerofstaff.Intheseschools,thegoverningbodyisresponsibleforensuringthehealthandsafetyofallstaff,pupilsandvisitorsatalltimes.
Guidance
TheValeCouncilHealthandSafetyDepartmentpublishedaSchoolsSafetyManagementFolder,whichwasdistributedtoallValeschoolsearlyinFebruary2008.Thefoldercontainsprocedureson:
o HealthandSafetyPolicyStatement–SchoolsServiceo GuidanceonAccidentandIncidentReportingo GuidanceonAlcoholAbuseintheWorkplaceo BoilerMaintenanceandGasInstallationso GuidanceonBuildingsandEstablishmento GuidanceontheControlofInfectiousDiseaseso GuidanceonDisplayScreenEquipmento GuidanceonElectricityatWorko GuidanceonFirePrevention&Evacuationo GuidanceonFirstAidatWorko GuidanceonHealthandSafetyAuditso ManagingContractorsinSchoolso GuidanceonRiskAssessmentinSchoolso DealingwithViolenceatWorkGuidanceo CorporateOccupationalHealthandSafetyPolicies
TheseprocedurescanalsobeaccessedanddownloadedeitherviatheGovernorSupportUnitwebpageortheHealthandSafetywebpageonStaffnet.
36 Developing School Policies
Intheintroductionsectionofthefolder,theValeCouncilHealthandSafetyDepartmentstrongly recommend:
‘that in cases of foundation and voluntary aided schools where the governing body are officially classed as the employer, that the school and governing body formally adopt in writing the Vale of Glamorgan Corporate guidance documents’
IntermsofEducationalVisits,theWAGpublishedtheAllWalesEducationalVisitsguidancein2010.IthasbeenproducedinconjunctionwiththeHealth&SafetyExecutive,OutdoorEducationAdvisors(Wales)Panel,andtheWelshAssemblyGovernment.Itcoversalmostallconceivableoutdooreducationalpursuits.DaveGolding,theOutdoorEducationAdviserwillsupplyschoolswithappropriateinformationconcerningtheguidance.
ThiskeypublicationcanbeaccessedordownloadedviatheGovernorSupportUnitwebpageordirectviatheWAGwebsite-Educationalvisits-Asafetyguideforlearningoutsidetheclassroom-AllWalesguidance
TheguidancesupersedesthepreviousguidanceinHealthandSafetyofPupilsonEducationalVisits(HASPEV)andthesubsequentsupplementstoHASPEV.
Advice and Support
IfyouhaveanyqueriesabouttheValeCouncilHealthandSafetySchoolsSafetyManagementFolder,pleasecontacttheHealthandSafetyDepartment:
AndreaDaviesCorporateHealthandSafetyOfficerTel:01446709361email:[email protected]
IanCooksleyHealthandSafetyOfficerTel:01446709528email:[email protected]
Educational Visits
DaveGoldingOutdoorEducationAdviserandDukeofEdinburghAwardOfficerTel:01446709540email:[email protected]
Developing School Policies 37
2.9 Performance Management Policy
Everyschoolhasalegalobligationtodetermine,adoptandimplementaPerformanceManagementPolicy.
Legal Obligations
In2002,revisedperformancemanagementarrangementscameintoeffectforteachers(includingHeadteachers)inWales.ThelegislativebasisistheSchoolTeacherAppraisal(Wales)Regulations2002(which replaced the Education (School Teacher Appraisal) (Wales) Regulations 1999)andtheSchoolGovernment(TermsofReference)(Amendment)(Wales)Regulations2002.TheRegulationsrequiredgoverningbodiesofaschooltoestablishaperformancemanagementpolicyandtosecurethattheperformanceofallteachersattheschoolisreviewedannually.
What is performance management?
Performancemanagement(teacherappraisal)isasystemofannualperformancereviewthatinvolvesprofessionaldialogueaboutaimsandachievementsbetweenteachersandtheirteamleadersandHeadteachersandtheirgoverningbody.Itisawayofhelpingschoolsimprovebysupportingandimprovingteachers’work,bothasindividualsandinteams.
Preparing a School Performance Management Policy
AllSchoolsneedawrittenandagreedperformancemanagementpolicysothateveryoneintheschoolcommunityunderstandshowperformancemanagementworksandtheirresponsibilitiesandrightswithinit.Schoolscandrawonarrangementsalreadyinplaceforsettingschooltargets,monitoringandappraisal.
ThegoverningbodymayfinditappropriatetoauthorisetheHeadteachertodraftthepolicy,consultingteachingstaffsothattheyknowhowitwillhelpthemdotheirjobswellandraisestandards.TheHeadteachercanthenpresentittothegoverningbodyforconsiderationandagreement.WhetherthegoverningbodyestablishesitsownpolicyordirectstheHeadteachertoprepare,itmustensurethatallteachersareconsultedbeforethepolicyisestablished.
Thepolicyshouldsetoutclearlywhereresponsibilitieslieforindividuals’performancemanagement.Itshouldbefair,treatallteachersconsistentlyandbesimpletooperateandimplement.
Thegoverningbodymustensurethattheschool’sperformancemanagementpolicyisoperatingeffectively.TheAppraisalRegulationsrequiretheHeadteachertoreportatleastannuallytothegoverningbodyontheoperationofperformancemanagementintheschool,includingtheeffectivenessoftheperformancemanagementproceduresin
38 Developing School Policies
theschoolandthetraininganddevelopmentneedsoftheteachersandtheHeadteacheridentifiedaspartoftheprocess.Inaddition,theSchoolGovernment(TermsofReference)(Amendment)(Wales)Regulations2002requiretheGoverningBodytoreviewthePerformanceManagementPolicyeveryschoolyear.
TheWAGproducedanumberofkeydocumentstosupportandhelpgovernorswithPerformanceManagement:
o Performance Management Guidance 1 – PrinciplesandProcedureswhichdescribesthesystem;
o Performance Management Guidance 2 – Schools’PerformanceManagementPolicieswhichincludesamodel
policy;
o Performance Management Guidance 3 – GuidanceforGovernors;and
o Performance Management Guidance 4 – ObjectiveSetting
ItishighlyrecommendthatgoverningbodiesutilisethesedocumentswhendevelopingtheirPerformanceManagementPolicyandconsideradoptingthemodelpolicyincludedinPerformanceManagementGuidance2.
Key Features in a Performance Management Policy
1. Introduction:Settingoutwhattheperformancemanagementpolicyisintendedtoachieveandwhoitcovers.
2. Aims and intentions: Outliningthevalueofperformancemanagementandthebenefitsitprovides.
3. Roles and responsibilities:Showingwhoisresponsibleforthedevelopmentofthepolicyitself.
4. Responsibility for reviews: Toensureallteachersknowwhowillberesponsiblefortheirreviews.
5. Timetable for reviews: Settingoutwhenandhowallteachersareinvolved,andthelinkswiththeschool’splanningcycleandexistingarrangementstomonitorprogressandimprovementwithintheschool.
6. The performance management cycle: Toexplainthecycleofselfanalysis,planning,monitoring,selfevaluationandreviewingperformanceasitwilloperateintheschool.
Developing School Policies 39
7. Appeals procedure: Setsoutthestatutoryprocesstofollowifateacherisdissatisfiedwiththeannualreview.
8. Confidentiality: Astatementtosetoutclearlytheconfidentialnatureofperformancemanagementdocumentsandtheneedtokeeptheminasecureplace
9. Access to outcomes: Setsoutclearlythestatutorypositionaboutwhocanhaveaccesstoreviewstatementsorinformationcontainedinthem.
10.Relationship between performance management and disciplinary or capability processes: Explainsthattheperformancemanagementprocessdoesnotformpartofanyformaldisciplinaryorcapabilityprocesses,butmayinformcertaindecisionsorrecommendations.
11.Relationship between performance management and other policies:Setsouthowtheperformancemanagementsystemrelatestootherareassuchascareerstagesandpay.
12.Evaluation of the policy: Setsouttheschool’scommitmenttoreviewtheeffectivenessofthereviewprocesseachyear.
13. Standardised documentation:Showingwhoisresponsibleforthedevelopmentofthepolicyitself.
Advice and Support
TheGovernorSupportUnitscheduletwogovernortrainingcourseseachacademicyear,oneintheAutumntermandoneintheSpringtermonPerformanceManagementforHeadteachers.ThetrainingisdeliveredbytheEducationSchoolImprovementService(ESIS)whoareappointedbytheWelshAssemblytoadviseonanddelivertrainingonPerformanceManagementforHeadteachers.
TheWAGPerformanceManagementGuidancewhichincludesamodelpolicycanbeaccessedanddownloadedviatheGovernorSupportUnitwebpage
IfyouhaveanyqueriesaboutyourPerformanceManagementPolicy,pleasecontacttheGovernorSupportUniton01446709106/8.
40 Developing School Policies
2.10 Pupil Behaviour and Discipline (Including Anti-Bullying) Policy
Everyschoolhasalegalobligationtodetermine,adoptandimplementaPupilBehaviourandDiscipline(includingAntiBullying)Policy.
Aschoolbehaviourpolicyshapestheschoolethosandmakesastatementabouthowtheschoolvaluesandincludesallthepeopleinit.Positivebehaviourandattendanceareessentialfoundationsforacreativeandeffectivelearningandteachingenvironmentinwhichallmembersoftheschoolcommunitycanthriveandfeelrespected,safeandsecure.Awellimplementedpolicyisanimportantfactoringainingpupils’andparents’confidenceinaschoolandinattractingandretaininggoodqualityandwell-motivatedstaff.
“Headteachers and governing bodies must also, by law, have a policy to prevent all forms of bullying among pupils. Challenging bullying effectively will improve the safety and happiness of pupils, show that the school cares and make clear to bullies that such behaviour is unacceptable.”
National Assembly for Wales Guidance Circular No: 23/2003 Respecting Others: Anti-Bullying Guidance
Guidance
Thereareanumberofimportantkeyareaswhichfeedintothispolicy.Governingbodiescaneitherdrawtogetherthekeyareasof:
o PupilBehaviourandDisciplineo AntiBullyingo PupilExclusions
intoonepolicyortheycanproduceanindividualpolicycoveringeachkeyarea.Governingbodiesshould,iftheydothis,highlightthatthesethreepoliciesmakeupthePupilBehaviourandDiscipline(IncludingAnti-Bullying)Policy.
Behaviour
ThePrimaryBehaviourImprovementTeam(PBIT)ispartofthePupilSupportServicewithintheLA.TheTeamiscomprisedofspecialistteachersandspecialistbehavioursupportassistants,whocanworkinanyprimaryornurseryschoolthroughouttheValeandarealsoabletoadviseandguideallschoolgoverningbodies.
Theaimoftheteamis:
o toworkinpartnershipwithparents,teachingstaffandotheragencies.o toencouragethepositivebehaviourofchildrenwithemotionaland
behaviouraldifficulties.o tomodifychildren’sbehavioursufficientlysothattheycansucceedwithin
amainstreamschool.
Developing School Policies 41
Theteamoffers:
o Assessmentandadviceforschools.o Regularvisitsfromaspecialistteachertomonitorthechild’sbehaviourand
consultwithrelevantstaffaboutmodificationsinmanagementstrategies.o Meetingswithparentstoprovideasupportiveframeworkinwhichthey
candiscusstheirchild’semotionalandbehaviouralneeds.o LiaisonwithSocialServices,healthcareprofessionalsandotheragencies
whenthisisfelttobeappropriate.o HelpintheschoolwithdevelopinganIndividualBehaviourPlan.Thisplan
setsbehaviourtargetsforthechildandgivesguidancetotheschoolstaff.o Specialistin-classsupportwhereappropriate.Specialistteacher’saideswork
inclasstohelpchildrenachievetheirbehaviourtargets.Theyhelpchildrentostayontaskandmotivatedduringlessonsorrunactivitiesthatwillhelpchildrentoplayandimprovethechildren’srelationshipwiththeirpeers.
o Furtherinvolvementofaneducationalpsychologist.Itmaybeappropriatefortheteamtorequestaneducationalpsychologisttoworkwithachild.
o Deliveryofsocialskillsandangermanagementcoursesforchildren.o Commissioningandprovidingin-servicetrainingforallschoolstaff.o Deliveryofparentingtrainingforgroups.
Accesstotheservicebeginsintheschool.Initialconcernsaboutachildshouldbediscussedbetweenschoolstaff.Theschoolcanrequestaconsultationordiscussachild’sdifficultieswithaneducationalpsychologist.Followingschoolaction,itmaybedecidedtomakeareferraltothePrimaryBehaviourImprovementTeam.Thisreferralleadstoavisitfromaspecialistteacherforassessmentandadvice.
TheservicehasstronglinkswiththeeducationalpsychologistsandthePrimary/SecondaryTransitionProjectTeacher.TherearefurtherlinkswiththeotherspecialistteachersinthePupilSupportService,theEducationWelfareService,theadministrativeteam,SpeechandLanguageTherapistsandHighStreetBehaviourUnit.
What is bullying?
Bullyingisdefinedasbehaviourbyanindividualorgroup,usuallyrepeatedovertime,thatintentionallyhurtsanotherindividualorgroup,eitherphysicallyoremotionally.
Formsofbullying:
o Verbal–namecalling,notes,phones,threatsofphysicalviolenceo Physical–deliberatehitting,kicking,pushing,bumpingetco Theft/damagetoproperty–intendingtocreatefearandusepower
improperlyo Manipulative–usingsocialnetworkstoexcludeindividuals,spreading
rumourso Cyber–bullying–texts,e-mails,MSN,mobilephones,socialnetworking
sites
42 Developing School Policies
o Racial–arangeofhurtfulbehaviour,bothphysicalandpsychological,thatmakethepersonfeelunwelcome,marginalisedandexcluded,powerlessorworthlessbecauseoftheircolour,ethnicity,culture,faithcommunity,nationaloriginornationalstatus
o Homophobic–motivatedbyaprejudiceagainstlesbian,gayorbisexualpeople
Theeffectscanmanifestas:
o Depressiono Lowselfesteemo Withdrawalo Pooracademicachievemento Truancy/latenesso Isolationo Threatenedorattemptedsuicideo Anxietyo Fearo Avoidanceofcertainsituationso Arrivinghomehungryorwithpossessionsmissing/damaged
School Policies
Everyschoolmusthaveapolicytopreventallformsofbullyingamongstpupils.SchoolsmayincludethisintheirwholeschoolBehaviourPolicy.
ThepolicyshouldfollowtheapproachasdetailedintheNational Assembly for Wales Guidance Circular No: 23/2003 Respecting Others: Anti-Bullying Guidance,andshouldaddresswhole-schoolpreventativeandreactivestrategiestoeradicatebullying,togetherwithsystemstoensureeffectiveimplementation,monitoringandreview.
Schoolsshouldinvolvestaff,pupilsandparentsindevelopingthepolicyandshouldinclude:
o verycleardefinitionsofbullyingandtheissueofrelativepowero rangeoftypesofbullyingo parentalinvolvementatallstageso clearproceduresforstaff,pupilsandparentswithdirectguidancefor
eachgroupinseparatespecificdocumentso synergybetweenanti-bullyingandthesocialinitiativeso specificattentionanddynamicsofracist,homophobicandsexistbullyingo examplestakenfromchildren’sownaccountsofbullyingo discussionofwhybullyingmighttakeplaceo discussionofunderlyingmotivation
Developing School Policies 43
Four stages of policy development
Stage 1: Awareness raising and consultation
Throughconsultationwithstaff,pupils,parentsandotherpartnersschoolsshouldaddressintheirpolicies:
o Adefinitionofbullyingo Aimsandobjectivesofthepolicyo Whole-schoolpreventativemeasures,e.g.goodcommunicationsystems,
SEAL,Peermentoring,PSHElessons,CircleTime,CircleofFriends,curriculumsupport,trainingandplay,after-school/hometoschool/schoolbusanditsbehaviour
o Proceduresforstaff,pupilsandparentstofollowo Rangeofsanctionsthatareimplementedconsistentlyo Goodrecordingsystemso Maketransportcontractorsandthelocalcommunityawareofthe
school’spolicy.
Stage 2: Implementation
Schoolsshouldensure:
o Consistentsystemsforreporting,recordingandaddressingbullyingbehaviour;
o Thatallstaffaretrainedinimplementingthepolicyo Promotionandimplementationofthepolicyamongstpupils
Stage 3: Monitoring
ThePolicyshoulddescribesystemsformonitoringtheprogressofthepolicyasawhole,inparticularsystemsformaintaining,useandretentionofrecords,tocomplywiththeDataProtectionAct.
Schoolsshouldidentifyhowthepolicyispublicisedandregularlypromotedwithintheschool.
Stage 4: Evaluation
Thepolicyshouldincludedetailsofhowtoensurepupilsviewsontheday-to-dayeffectivenessthepolicyareobtained,withcommentsandconcernsaddressed.
Thepolicyshouldrecordhowdatafromfeedbackfrompupils,parents,staffandGovernorsisusedtoreviewpolicy.GoverningBodiesmaywishtoconsideraregularreportonpolicyimplementation,monitoring,evaluationandreview.
Regularpupilsurveys,implementedinconjunctionwiththeSchoolCouncil,shouldleadtodevelopmentofthepolicyanditsimplementation
44 Developing School Policies
Advice and Support
ThereisaconsiderableamountofinformationavailableforschoolsandgovernorstomakeuseofwhenproducingtheirAnti-BullyingPolicy.The National Assembly for Wales Guidance Circular No: 23/2003 Respecting Others: Anti-Bullying Guidanceisakeydocumentandotherdocumentsthatschools/governorsmaywanttoconsiderare:
o ESTYN2006-Tacklingbullyinginschools-Asurveyofeffectivepractice.o GovernorsWales–Governorsguideonpreventingbullying,apractical
guideforschoolgovernors.o NationalAssemblyforWales–SchoolAnti-BullyingPolicy-Self
AssessmentTool–2007.
Theguidanceshouldassistyourschool/governingbodyindevelopingitsownpolicy.Ifhaveanyqueriesaboutyourschool’sBehaviourorAntiBullyingProceduresandPolicy,pleasecontact:
NickySturgessPupilBehaviourImprovementTeam(PBIT)Tel:01446709180email:[email protected]
RuthFerrierPupilBehaviourImprovementTeam(PBIT)Tel:01446709180email:[email protected]
Pupil Exclusions
Exclusionsareusedasalastresortandonlywhenallotherstrategieshavebeentriedandexhausted.Exclusions,eitherfixedtermorpermanentcanonlybeimposedbytheHeadteacherorintheHeadteachersabsencethemostseniorteacherincharge.
Whenanexclusionisimposed,setproceduresarefollowedandprovideanappealprocessfortheparent/guardian(s)and,whenappropriate,pupils.
ThePupilSupportServiceistheunitwithintheLAresponsibleforadvisingonexclusionissuesandhasproducedguidancebookletsforParents/Guardians,Headteachers/Governors.Twobookletsareavailable:
o PermanentExclusionfromSchoolo FixedPeriodandLunchtimeExclusionfromSchool
Developing School Policies 45
TheguidancecontainedwithinthebookletsistakenfromtheNational Assembly for Wales Guidance Circular No: 1/2004 ‘Exclusion from Schools and Pupil Referral Units’.
ThePupilSupportServicetakeresponsibilityforensuringthatexclusionproceduresaredealtwithinaccordancewithlegislationandthatclearadviceandguidanceisprovidedtoallconcerned.
Theteam:
o actsaslinktoparents/schools/schoolgovernors/EducationWelfareService/PrimaryBehaviourImprovementTeam/EducationalPsychologyService/SocialServicesandanyotherrelevantexternalagencies.
o providestrainingforschoolgovernors.o ensuresLArepresentationatgoverningbodydisciplinecommitteesfor
longerfixedtermexclusions,permanentexclusionsandIndependentAppealHearings.
Advice and Support
Ifhaveanyqueriesaboutyourschool’sexclusionspolicyorprocedure,pleasecontactJaneWerrettinthePupilSupportServiceon01446709147orbyemailonJCWerrett@valeofglamorgan.gov.uk.AlternativelypleasecallthePupilSupportServiceHelplineon01446709180.
46 Developing School Policies
2.11 Sex and Relationships Education (SRE) Policy
Governingbodiesofallmaintainedschoolsmust:
(a) make,andkeepuptodate,aseparatewrittenstatementoftheirpolicywithregardtotheprovisionofsexeducation,and
(b) makecopiesofthestatementavailableforinspection(atallreasonabletimes)byparentsofregisteredpupilsattheschoolandprovideacopyofthestatementfreeofchargetoanyparentwhoasksforone.
Thepolicystatementmustalsoincludeastatementaboutparents’rightstoexempt/withdrawtheirchildfromsexeducation(Sex and Relationships Education in Schools-National Assembly for Wales Guidance Circular No: 019/2010).
Legal Obligations
Secondary schools
AllmaintainedsecondaryschoolsarerequiredunderSection352(1)(c)oftheEducationAct1996toinclude,aspartofthe‘basiccurriculum’oftheschool,sexeducationforallregisteredpupils.
Primary schools
However,Section352(1)oftheEducationAct1996doesnotrequirePrimaryschoolstoprovidesexeducationaspartofthe‘basiccurriculum’.Primaryschoolscanprovidesexeducationbutwhethertheydosoisatthediscretionoftheschool.
ThePersonalandSocialEducation(PSE)FrameworkoffersrecommendedlearningoutcomesinsexrelatededucationinallKeyStages.ThereisanexpectationthatteachersinbothPrimaryandSecondarySchoolswilldeliverprogrammesofsexrelatededucation.
Special schools and Pupil Referral Units (PRUs)
UnderSection352oftheEducationAct1996,maintainedSpecialschoolsandPRUscanprovidesexeducationforprimaryagepupilsandmustprovideitforsecondaryagepupils.
Guidance
TheNationalAssemblyforWalesproducedguidancein2010forschoolsandgoverningbodiesthrough‘Guidance Circular No: 019/2010 ‘Sex and Relationships Education in Schools’.
TheGuidanceCirculardrawsonbestpracticeinSRE.AllschoolsinWalesshould:
o createaculturethatsupportsopenandresponsiblediscussionofrelationshipsandsexualhealthandwell-being;and
o beconfidentinprovidingpositive,holisticSREprogrammesthatmeettheneedsofalllearners.
Developing School Policies 47
andaimsto:
o explainthecontextforSREinWales;o clarifywhatschoolsarerequiredtodobylaw;o identifyexpectedoutcomesforlearners;o assistwithdevelopingasexeducationpolicy;o promotelearnerparticipationinpolicydevelopmentandreview;o ensureinclusionforalllearnersandprovidespecificguidanceforprimary,
secondaryandspecialschools;o addresssomeoftheissuesforschoolsconcerningconfidentiality;o addressissuesconcerningsafeguardingandchildprotection;o outlinestrategiesforlearningandteaching;o guideschoolsandteachersonsomeofthesensitiveissuesschoolsmayhaveto
tacklewhenteachingSRE;o emphasisetheimportanceofworkinginpartnershipwithparents/carers,foster
parentsandcorporateparents,whereachildislookedafterbytheirLocalAuthority;
o identifyopportunitiesforworkinginpartnershipwiththewidercommunity;ando identifyopportunitiestoaddressSREwithintheschoolcurriculumforWales.
TheGuidanceCircularhasbeensupportedwithtworeportsbyESTYNevaluatingtheimpactoftheCircularinpromotingeffectivesexandrelationshipseducationinPrimary,SecondaryandSpecialschools.
BothreportscanbeobtainedfromESTYNdirectorviathe‘Publications’sectionontheirwebsitewww.estyn.gov.ukandaretitled:
o SexandRelationshipsEducation–TheimplementationoftheguidanceinCircular11/02inschoolsinWales2004-5
o SexandRelationshipsguidance–March2007
BothareusefulresourcestoconsiderusingalongsidetheGuidanceCircularwhenproducingyourpolicy.
Links with Other Policies and Guidance
OtherpoliciesandguidancewhichshouldbeconsideredwhendevelopingyourSREPolicyinclude:
o Safeguarding/ChildProtectiono EqualityandDiversityo SexualHealthandWell-beingforWales,2009-2014;DraftWorkingPaper.
The Management and Organisation of SRE
Schoolspecificinformationshouldinclude:
o WhereSREisdeliveredinthecurriculumo Howtheneedsofalllearnerswillbeaddressed
48 Developing School Policies
o Howtheperspectivesofpupilsfromdifferentculturalbackgroundswillbeaddressed
Arrangements for reviewing and updating the policy
o Thedatethepolicywasagreedbystaff/governorso Thearrangementsforconsultingwithyoungpeopleo Howfrequentlythepolicywillbereviewed.
Advice and Support
IfyouneedfurtheradviceandsupportaboutyourSexEducationPolicy,pleasecontactinthefirstinstanceCarolMaheron02920350627oremailCarol.Maher@wales.nhs.uk.CarolistheValeofGlamorganHealthySchoolsCo-ordinatorandmanagestheValeofGlamorganNetworkofHealthySchoolsScheme.
The Welsh Network of Healthy Schools Scheme (WNHSS)statesthatahealthpromotingschoolisonewhich:
"actively promotes and protects the physical, mental and social wellbeing of its community through positive action by such means as policy, strategic planning and staff development with regard to its curriculum, ethos, physical environment and community relations."
TheaimofWelshAssemblyGovernmentisthatallmaintainedschoolsinWalesshouldbepartoftheWNHSSby2010.AllLEAMaintainedschoolsintheValeofGlamorganhaveparticipatedintheValeofGlamorganSchemesinceSeptember2007.TheValeschemeisco-ordinatedbytheNationalPublicHealthServicethroughtheLocalPublicHealthTeam,andactivelysupportedbytheLocalEducationAuthorityandCardiffandValeUniversityHealthBoard
Target Setting
o Schoolsarehelpedtoidentifyandimplementactivitiesthatreflectnationalandlocalhealthgaintargets.
o Schoolsareexpectedtomeetlocalandnationalstandardsaswellaspromoteanddevelopthreeannualhealthactionsforthefirstthreeyearsorphases.
o Theschoolsarethenrequiredtoadoptamajorhealthgaintargetovertwo,two-yearperiodsforphase4and5,aswellassustainthetargetssetoverthepreviousthreeyears.
Welsh Network of Healthy Schools Schemes (WNHSS) National Quality Award
AWNHSSNationalQualityAwardwasintroducedin2009forschoolsinPhase6.
ToachievethisawardschoolswillhavetohaveparticipatedintheSchemeforaminimumof9years,andtohavecoveredallthe7healthtopicsthatshouldhavebeencoveredthroughouttheschool’sinvolvementinthescheme.
Developing School Policies 49
2.12 School Teachers’ Pay and Conditions Policy
Everyschoolhasalegalobligationtodetermine,adoptandimplementaPayPolicy.
Teachers’paystructureisfixedbylaw.Thepaystructureincludesscopeforannualprogressionforclassroomteachers(exceptforthosewhohavepassedthethreshold,wherefurtherprogressionisonthebasisofperformance),aswellasscopefordiscretionbygoverningbodiesinsettingthepayofclassroomteachers,advancedskillsteachersandtheleadershipgroup.Governingbodiesmustreviewthepayofallteachersannually.IndoingsotheymustkeepwithinthestatutoryprovisionssetoutintheannualSchool Teachers Pay and Conditions Document (STPCD).
TheValeCouncilHumanResourcesDepartmentrecommendedallschoolsconsidertheModelPayPolicyonTeachernet.Thisisduetobeupdatedforthecurrentacademicyear.
Advice and Support
Ifyouhaveanyqueriesaboutyourschool’sPayPolicy,pleasecontactHumanResources:
SueAldermanPrincipalPersonnelOfficerHumanResources–ValeofGlamorganCouncilTel:01446709870email:[email protected]
AnnJonesPersonnelOfficerHumanResources–ValeofGlamorganCouncilTel:01446709176email:[email protected]
AlysonWatkinsPersonnelOfficerHumanResources–ValeofGlamorganCouncilTel01446709125email:[email protected]
50 Developing School Policies
2.13 Special Educational Needs Policy
Everyschoolhasalegalobligationtodetermine,adoptandimplementaSpecialEducationalNeedsPolicy.
Legal Obligations
‘Allmaintainedschoolgoverningbodieshaveimportantstatutorydutiestowardspupilswithspecialeducationalneeds.Governingbodiesshould,withtheHeadteacher,decidetheschool’sgeneralpolicyandapproachtomeetingpupils’specialeducationalneedsforthosewithandwithoutstatements.Theymustsetupappropriatestaffingandfundingarrangementsandoverseetheschool’swork.’
(Special Educational Needs Code of Practice for Wales – Reprinted 2004)
InordertomeettheirresponsibilitiestowardschildrenwithSENallschoolsmusthavedueregardtotheSENandDisabilityAct2001andtheSpecialEducationalNeedsCodeofPracticeforWales–Reprinted2004.ThepurposeoftheCodeofPracticeistogivepracticalguidancetoLA’sandthegoverningbodiesofmaintainedschoolsonthedischargeoftheirfunctionsunderPartIVoftheEducationAct1996.
ThefollowingRegulationsarealsorelevanttomatterscoveredintheCodeofPractice:
o TheSpecialEducationalNeeds(ProvisionofInformationbyLocalEducationAuthorities(Wales)Regulations2002
o TheEducation(SpecialEducationalNeeds)(Information)(Wales)Regulations1999
o TheSpecialEducationalNeedsTribunal(TimeLimits)(Wales)Regulations2001
Guidance
Thegoverningbodyofacommunity,voluntaryorfoundationschoolmust:
o doitsbesttoensurethatthenecessaryprovisionismadeforanypupilwhohasspecialeducationalneeds.
o ensurethat,wherethe‘responsibleperson’–theHeadteacherortheappropriategovernor-hasbeeninformedbytheLEAthatapupilhasspecialeducationalneeds,thoseneedsaremadeknowntoallwhoarelikelytoteachthem.
o ensurethatteachersintheschoolareawareoftheimportanceofidentifying,andprovidingfor,thosepupilswhohavespecialeducationalneeds.
o consulttheLEAandthegoverningbodiesofotherschools,whenitseemstobenecessaryordesirableintheinterestsofco-ordinatedspecialeducationalprovisionintheareaasawhole.
Developing School Policies 51
o ensurethatapupilwithspecialeducationalneedsjoinsintheactivitiesoftheschooltogetherwithpupilswhodonothavespecialeducationalneeds,sofarasisreasonablypracticalandcompatiblewiththechildreceivingthespecialeducationalprovisiontheirlearningneedscallforandtheefficienteducationofthepupilswithwhomtheyareeducatedandtheefficientuseofresources.
Thegoverningbodyofamaintainedschoolmust:
o reportannuallytoparentsontheimplementationoftheschool’spolicyforpupilswithspecialeducationalneeds.
o ensurethatparentsarenotifiedofadecisionbytheschoolthatSENprovisionisbeingmadefortheirchild.
o haveregardtotheCodeofPracticewhencarryingoutitsdutiestowardallpupilswithspecialeducationalneeds.
SchoolsandgoverningbodiesshouldconsidertheCodeofPracticeasitsetsoutguidanceonpoliciesandproceduresaimedatenablingpupilswithSpecialEducationalNeeds(SEN)toreachtheirfullpotential,tobeincludedfullyintheirschoolcommunitiesandmakeasuccessfultransitiontoadulthood.Forthevastmajorityofchildrentheirmainstreamsettingwillmeetalltheirspecialeducationalneeds.SomechildrenwillrequireadditionalhelpfromSENservicesorotheragenciesexternaltotheschool.AverysmallminorityofchildrenwillhaveSENofaseverityorcomplexitythatrequirestheLAtodetermineandarrangethespecialeducationalprovisiontheirlearningdifficultiescallfor.
TheValeCouncilPupilSupportService,whichisthesectionresponsibleforadvisingonSpecialEducationalNeeds(SEN)withintheLA,providesguidanceonarangeofissuesrelatingtoSEN.Thisguidanceshouldbeusedinconjunctionwiththeguidancecontainedwithinthe‘SpecialEducationalNeedsCodeofPracticeforWales’.
Thisguidanceincludesinformationon:
o TheStatutoryAssessmentProcesso InterventionatSchoolActionPluso AnnualReviewofSENStatemento TransitionPlanningo IndependentParentSupportServiceo DisagreementResolutionService
Everyschool’sHeadteacher,SpecialEducationalNeedsCo-ordinator(SENCO)andSENGovernorshouldmakethemselvesawareoftheguidance.
It’simportantthattheSENGovernorisawarethateveryschoolisdifferent–theneedsofpupilsvaryfromschooltoschool,asdoestherangeofSEN.TheamountoftimeanSENGovernorcandevotetotherolewillalsovaryandtheyshouldn’texpect
52 Developing School Policies
tomakeabigdifferencestraightaway.Gatheringknowledgeandbuildingrelationshipsarethefirstpriorities,andbothtaketime.
AnSENGovernorshouldknowtheirschool’spolicyonSENandrecommendthatitbereviewedregularly.RegularreviewsarevitaltoensurethattheSENprovisionreflectsthechangingneedsoftheschoolcommunityandtakesaccountofanychangesintheschool’scircumstancesandthelaw.
TheGovernors’AnnualReporttoParentsshouldcommentontheeffectivenessoftheschool’sSENpolicyandanychangestoit.YourHeadteacherandSENCOmightwelcometheassistanceoftheSENGovernorindraftingtheSENsectionofthisreport.
DevelopinggoodrelationshipswiththekeypeopleinvolvedinSENintheschoolisessential.ItisparticularlyimportanttogettoknowtheHeadteacherandtheSENCOandestablishagoodworkingrelationshipwiththem.
AnSENGovernormayask:
o WhoisinvolvedinreviewingtheSENpolicy?o Doesthepolicyreflectandmeettheneedsofthepupils?o Whenwasthepolicylastreviewedandwhenwillitbereviewed?
Guidance
ThePupilSupportServicehasproducedaSpecialEducationalNeedsfolderwhichhasbeendistributedtoallschools.ThefoldercanbealsobeaccessedviatheGovernorSupportUnitwebpage.
Advice and Support
IfyouhaveanyqueriesaboutyourSpecialEducationalNeeds(SEN)Policy&Procedures,pleasecontact,inthefirstinstance,thePupilSupportServiceHelplineon01446709180.
Developing School Policies 53
2.14 Staffing / Human Resources
TheValeCouncilHumanResourcesDepartmenthaverecommendedanumberofpolices/procedurestoschoolsforadoptionbygoverningbodies.TheyhavebeenproducedinconsultationwithrecognisedTradeUnionsincludingTeachingAssociationsandsupportstaffunions.
Cautionary note
Ifgoverningbodiesadopttheirownpolicies/proceduresinrelationtopersonnelmatters,asopposedtorecommendedCouncilpolicies/procedures,theywillneedtoformallyconsultwithalltherelevantunions.
Inadditiontopolicies/procedures,HumanResourceproduceguidanceonemployeemattersasandwhentheyariseincludinganyguidancethatisissuedonanationalbasise.g.WorkforceAgreementMonitoringGroup(WAMG),LocalGovernmentEmployers(LGE).
Whenpolicies/proceduresorguidanceareproducedtheyaresenttoallschoolsdirectviaemailpriortobeingplacedontheGovernorSupportUnitwebpageandarealsoavailableforschoolstaffontheCouncil’sintranetsite,Staffnet.
Belowisalistofthepolicies/proceduresandguidancewithlinksdirecttothemviatheGovernorSupportUnitwebpage:
oAbsenceManagementPolicy
oCapability Procedure (2008)
oDignityatWorkPolicy(2005)
oDrugandAlcoholPolicy(2004)
oEqual Opportunities Policy (2005)
oEqualPayGrievancePolicy–SchoolSupportStaff(2008)
oGrievance Procedure (2005)
oRecruitment&SelectionPolicyandProcedure(2009)
oRedundancyPolicy(2008)
oSchoolSupport–ProbationaryProcedure(2008)
oSpecialLeave–SchoolBasedStaff(2009)
oStaff Disciplinary Policy (2005)
oDisciplineDiagram
Note: Statutorypolicies/proceduresaccordingtotheSchoolGovernorsGuidetotheLawareunderlinedandshowninbold.
54 Developing School Policies
Capability, Grievance, Staff Disciplinary & Conduct
Part1,Paragraph7oftheStaffingofMaintainedSchools(Wales)Regulations2006whichistitled‘Conductanddisciplineandcapabilityofstaff ’requires:
(1) Theregulationofconduct and disciplineinrelationtothestaffoftheschool,andanyproceduresforgivingmembersofthestaffopportunitiesforseekingredressofanygrievancesrelatingtotheiremployment,istobeunderthecontrolofthegoverningbody
(2) Thegoverningbodymustestablishprocedures—
(a) fortheregulationoftheconduct and discipline of staffattheschool;
(b) bywhichstaffmayseekredressforanygrievancerelatingtotheirworkattheschool;and
(c) fordealingwithlackofcapabilityonthepartofstaffattheschool
Every school, regardless of their category has a legal obligation to determine, adopt and implement a Policy/Procedure for these areas.
Advice and Support
IfyouhaveanyqueriesaboutanyoftheaboveStaffing/HumanResourcePolicies,pleasecontactHumanResources:
SueAldermanPrincipalPersonnelOfficerHumanResources–ValeofGlamorganCouncilTel:01446709870email:[email protected]
AnnJonesPersonnelOfficerHumanResources–ValeofGlamorganCouncilTel:01446709176email:[email protected]
AlysonWatkinsPersonnelOfficerHumanResources–ValeofGlamorganCouncilTel01446709125email:[email protected]
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