Westlands School : School Policies

Our Health and Safety Policy is set to reflect current national regulations and guidelines on Health and Safety in the workplace. It is the policy of Westlands School that, so far as is reasonably practicable, every step will be taken to ensure the Health and Safety of all employees, students, visitors and other users of the premises by reducing the risks in the working environment (including all out-of-school activities).

Our Trespasser Policy is set to reflect the requirement to keep the School site safe and secure for our students and staff. It recognises that access to the site without lawful authority is undesirable to the School. Westlands has a site that has many points of access and as a result the possibility of unlawful access is high, however, the physical site security is the responsibility of the PFI provider, who will act to ensure the premises are as secure as possible.

This is our Admissions Policy for implementation for entry from 1st September 2007 and for casual admissions from 1st September 2006.

Our Policy for Able and Talented Students is set to identify such students and to put in place an appropriate and challenging curriculum, as well as giving consideration to the personal, social and emotional development of these students. Such considerations fit into Westlands School and Technology College general aims and into the School philosophy of "Success for All in a Caring Environment".

Our Assessment Policy is the result of whole school thinking and is set to reflect current regulations concerning the assessment of students in school. Good assessment in school is linked to a clarity of purpose and is considered to be an intrinsic part of the total process of teaching and learning. It complements the recognition of achievement both within and beyond the formal curriculum.

Our Careers Education and Guidance Policy is set to refl ect the current guidelines from the School Curriculum and Assessment Authority concerning the delivery of Careers Education and Guidance for students at the School. It is to be considered in conjunction with these guidelines. Careers Education and Guidance has an important contribution to make to the work of the School in preparing students for the opportunities, responsibilities and experiences of adult life.

Our Collective Worship Policy is set to reflect the current legislation and statutory requirements of various education acts. It seeks to ensure the requirements are met while operating within the constraints imposed by the physical limitations of the Schools buildings.

Our Community Education Policy is set to refl ect the philosophy that every member of the community should have a right of access, for the appropriate reasons, to the School. It is set to encourage the widest use by the community of the School premises and to encourage such use as is practical without detriment to the current students of Westlands. Schools cannot develop in isolation and the support and involvement of the external community is important to the School.

Our Complaints Policy is set to reflect the philosophy that every member of the School should have a right of access to a high quality of education. As part of this process individuals must have their right of complaint recognised. It should be read in conjunction with Torbay Council’s complaints procedure and the School's complaints procedure.

Our Display Policy is set to refl ect the philosophy that the quality of the environment of Westlands is important to the attitude and work ethic that the School is able to engender in its students. The need for good displays is an integral part of the encouraging of students to share their good work and assists in the enrichment of the environment in which they study.

Our Examination Policy is set to reflect the current regulations concerning the conduct of public examinations and encourages the maximising of individual student's potential.

Our Health Education Policy is set to refl ect the current regulations concerning the delivery of Health Education within the National Curriculum to students of the School. It is part of personal development providing a broad and balanced curriculum and meeting National Curriculum Cross-curricular Guidelines No.5

Our Homework Policy is set to refl ect the integral nature of Homework to the learning process. Homework (i.e. study undertaken outside the normal school day) should be valued as an essential and important part of the students educational experience. It should seek to complement the learning taking place within the classroom and a positive attitude must be encouraged that facilitates academic progress and fosters an awareness of responsibilities for adulthood.

Our Information Technology (IT) Policy is set to refl ect current National Curriculum requirements for its delivery to schools. It should be read in conjunction with those conditions and the documentation published by external bodies concerning this area of the curriculum. The principle of this policy is that IT should be available to all students in as many academic areas as possible. It is intended that the use of IT should support all aspects of school life for students and staff alike.

Our Internet Use Policy is set to refl ect the conditions set down by the Government and Torbay LEA in the use of the National Grid for Learning funding as well as supporting a positive approach for student and staff access to the potential of ICT within the School. The existence of this policy is the School's attempt to ensure that students can make use of a very important learning tool under controlled conditions.

Our Library and Resources Policy is set to reflect the need to maximise the use of the library and balance the demands made on the School's budget, so that the funds made available are used in the best interest of the students and staff.

Our Literacy Policy is set to refl ect the philosophy that literacy unites a vairety of skills in which all students at Westlands should experience success. Literacy encompasses reading, writing, speaking, listening, understanding the written and spoken word, accessesing and composing texts as well as interpretation. It is not just about dealing with spelling and reading, but is a much wider concept of English issues. Signifi cantly, Literacy is not only the acquisition of Literacy skills but, more importantly, the application of those skills. Progression in Literacy is usually marked by the increasing level of complexity of the nature of the task to which the skills are applied. Literacy is therefore a set of skills which range across all subject areas of the School.

Our Monitoring and Evaluation Policy is designed to ensure that current regulations are met and to show that the School is demonstrably accountable for its work and is maintaining the highest possible standards. Monitoring and evaluation are an integral part of the learning process and as such must be built into teaching programmes.

Our Pastoral Care Policy is set to refl ect the philosophy that was stated by Hamblin in 1977, namely: "Pastoral care is not something set apart from the daily work of the Teacher. It is that element of the teaching process which centres around the personality of the pupil and the forces in his environment which either facilitate or impede the development of intellectual and social skills, and foster or retard emotional stability. The pastoral effort is also concerned with the modification of the learning environment, adapting it to meet the needs of individual pupils, so that every pupil has the maximum chance of success whatever his background or general ability".

This statement was design to refl ect the need not just to consider the principal aim of high quality learning for students but to ensure that staff too felt they could achieve 'Success and Excellence' and were cared for as well. The responsibility for such care is incumbent on all staff whatever their role within Westlands and this must be recognised as the School needs to be a mutually supportive society.

Our Quality Assurance Policy is set to refl ect current developments within curriculum and School Quality Assurance processes as negotiated on a national level. It should be read in conjunction with any Governmental legislation and practice that are currently relevant to quality assurance in a school. it is intended to recognise that the students at Westlands deserve the very best in education and as such the provision made by the School must be of the highest quality.

Our Religious Education Policy is set to refl ect the current legislation and advice from the L.E.A. It is based on The Education Reform Act (1988) which requires a school to have a balanced and broadly based curriculum which: *promotes the spiritual, moral, cultural, mental and physical development of the students at the school and of society; and *prepares such students for the opportunities, responsibilities and experiences of adult life. Religious Education is included in the basic curriculum by law and is part of every student's entitlement. It has a significant contribution to make to the educational experiences of every student.

Our Policy on Rewarding Students is set to encourage student motivation and promote a positive attitude to learning. The encouragement of All our students should remain uppermost in our minds at all times during our teaching. An emphasis on rewards, as opposed to punishments, will promote a positive learning environment.

It is clear from all the development planning that has taken place in the School that there will be much work undertaken to review departmental Schemes of Work in the light of the Dearing Report and the changes in the School day. Our curriculum framework enables us to view the curriculum as a whole, to understand each subject's contribution to the curriculum and to perceive that the curriculum is infi nitely more than just a list of subjects. It is the Scheme of Work which is the essential building block of the curriculum. A high quality, well planned Scheme of Work translates the visions and intentions of the whole curriculum into action in the classroom. We all need to be able to talk confi dently about our School curriculum and its primary purposes. Equally we need to see that each of us has a vital contribution to make to a broad, balanced and meaningful curriculum - through the delivery of high quality lessons. All Schemes of Work are not identical in fashion as subjects vary however, all must contain reference to the guidelines given below.

Our Setting/Grouping Policy is designed to assist in compliance with statutory requirements in the constitution of teaching and pastoral groups. The manner in which these groups are made up, and the procedures for any movement between groups are central to the ethos of the school and are a key factor in the success of our students.

Our Special Educational Needs Policy is set to reflect that development is a process and that all students should be regarded and treated as individuals. It recognises the current legislation that is in place. This policy should be read in conjunction with the legislation and particular reference must be made to the code of practice. Since the Warnock Report of 1978, it is accepted that one fi fth of the general population of pupils in mainstream schools might have special educational needs of some kind during their school lives. It may also be necessary for about two per cent of these children to have statutory statements made of their needs, under the regulations of the 1981 Education Act.

Our Transport Policy is set to reflect the current regulations concerning the provision of free education to students at the School. This policy is to be read in conjunction with the School's Journey, and Outdoor Pursuit policies.

Our Travel Policy is set to reflect the current regulations appertaining to travel. It is designed to encourage a responsible attitude to travel by students and staff alike. This policy should be read in conjunction with other school policies such as Transport, Journeys and Outdoor Pursuits.

Our Charging Policy is set to reflect the current regulations concerning the provision of free education to students at the School having taken into account the Policy set by the Local Education Authority.

Our Debt Collection Policy is set to operate in conjunction with the School’s Charging and Aid to Pupils policies. It should be read with knowledge of these two documents. However, when debts to the School do arise the following policy will be enacted. It should be noted that this policy only invokes legal measures when all other forms of debt recovery have been exhausted.

Our Expenses Policy is set to refl ect current conditions negotiated at national and local level for governors of the School. It should be read in conjunction with those conditions. The principle of this policy is that Governors should not be out of pocket for the duties they perform within the service of the School, and will reflect current Government guidelines.

Our Investment and Cash Management Policy is set to reflect the philosophy that under the Education Reform Acts of 1988 Westlands is a Locally Managed School with direct control over a large sum of cash. This money is public funds and must be managed correctly.

Our Letting Policy is set to refl ect the current regulations concerning the use of school premises whilst maximising their economic usage. There are three types of hirers of the School premises which are: Statutory (those nominated through legislation such as Polling) for which the charging of rent is prohibited by law, Designated (those County Council services such as Community Education) for which the hiring fee will be negotiated in advance and will be close to cost, and Private, which is all other users. This policy reflects the situation regarding the latter group.

Our Sponsorship policy is set to encourage income to the School and to ensure that students benefit from links with industry that such sponsorship might bring. At Westlands it is recognised that not all advertising is helpful to the development of young people and as such screening of sponsorship needs to be considered.

Our Student Support Policy is set to reflect the current regulations concerning the provision of free education to students at the School.

Our Administration of Medicines Policy is designed to ensure that current regulations and Local Authority Guidelines are met and to ensure that the School and students are protected against any possible claims for malpractice. Some staff are specifi cally trained to administer emergency fi rst aid to students and other staff are used as required. This policy should be read in conjunction with the School's Health and Safety Policy. Teachers and other school staff in charge of students have a common law duty to act as any responsible prudent parent would to make sure that students are healthy and safe on the School premises and this might, in exceptional circumstances, extend to administering medicine and/or taking action in an emergency. This duty also extends to teachers leading activities taking place off the School site, such as educational visits, school outings or fi eld trips. Section 3(5) of the Children Act 1989 provides scope for teachers to do what is reasonable for the purpose of safeguarding or promoting children's welfare. This can give protection to teachers acting in emergency situations such as on a school trip.

Our Anti-Bullying Policy is set to reflect the principles outlined in the Elton Report on good behaviour and discipline in schools. The anti-bullying policy forms part of a whole-school approach to good behaviour and discipline which aims to promote the good behaviour necessary for effective learning to take place.

Our Appraisal Policy is set to refl ect current employment conditions negotiated at national and local level for staff within the School. It should be read in conjunction with those conditions. The School subscribes to the rationale, aims and purposes of Appraisal as stated in the Torbay LEA scheme, "Teacher Appraisal and Development in Devon". This policy is an integral part of the School's Staff Development Policy.

Our Attendance Policy is set to refl ect the current regulations concerning the attendance of students at the School and should be read in conjunction with the LEA guidelines on Attendance and policy on Holidays in Term Time (attached). It is to be considered in conjunction with the statutory regulations governing attendance at schools and will not affect these. The maintenance of a good level of attendance will pervade the whole ethos of the School.

The need for accurate records of attendance of students is enshrined in law through various Education Acts. Our Register Policy is set to reflect the current legislation and DfEE and LEA guidelines.

Our Behaviour Policy is set to operate in conjunction with other School policies concerning student behaviour. It seeks to ensure that students are able to carry out their academic studies in a safe and friendly environment. They must not feel threatened by the behaviour of another student and as such this policy is intended to ensure that all students are treated equally with fairness and fi rmness. It is quite clear that students in a school respect the discipline system of the school as long as it is applied to all students by all staff and is fairly administered. This policy seeks to establish the ground rules for the practising of good behaviour.

Our School Capability Procedures Policy is set to refl ect the philosophy that every student has the right to the best education possible. A student only attends Westlands for a limited period of time and as such the they only have one chance of gaining a good quality education. This policy seeks to ensure that the right of Westlands' students to that quality expectation is met by the quality of staff available to them. This policy should be read in conjunction with any national and local agreements that are set in place between staff unions and Westlands as a Local Authority School.

Our Child Protection Policy is set to refl ect the current legislation and guidelines operated by the Local Education Authority. It seeks to ensure good practice is exercised when concern is expressed by staff regarding a student and that the legal framework currently in force is followed. It is dependent on inter-agency co-operation. It should be read in conjunction with a variety of documentation including the School’s Staff Handbook. The School's designated teacher is Mrs P Brown

Our Staff Code of Conduct Policy is set to refl ect the principles that Britain is a multi-ethnic society operating in a wider context of an interdependent world. It sets out to assist in the maintain of the principle that staff who work at the School will form role models for the students with whom they come into contact As such this policy forms part of a whole-school approach to good behaviour and discipline which aims to promote the good behaviour necessary for effective learning to take place. It should be read in conjunction with the other policies of the School.

The policy is set to refl ect the current guidelines concerning the delivery of Drug Education within the National Curriculum and at the School. Drug Education is part of a programme of personal development providing a broad and balanced curriculum and meeting National Curriculum, specifi cally Cross-curricular Guidelines No.5 (1991), DFE Guidelines (1995) and other DfEE guidance. This policy has been produced in consultation with staff, students, governors and parents. The policy should be read in conjunction with the Drugs Education Guidelines.

As part of the Torbay Strategy to reduce the number of teenage pregnancies in Torbay, School nurses have been trained to prescribe emergency contraception ("morning after pill"). The Primary Care Trust has drawn up carefully considered medical protocols to be followed by School Nurses.

This Policy is set to refl ect current employment conditions negotiated at national level for staff within the School. It should be read in conjunction with those conditions. It refl ects the current situation regarding employment over retirement age and is intended to allow those that wish to and who the School also wishes to keep to be employed beyond the normal retirement age.

Our Equal Opportunities Policy is set to refl ect the current legislation and statutory requirements of various Acts of Parliament, and should be read in conjunction with the policy operated by Torbay Council. This policy also reflects the Race Relation Act 1976 as amended by the Race Relations (Amendment) Act 2000. It seeks to ensure students have their right to a broad and balanced curriculum. This policy is designed to ensure that all students are treated with the same degree of concern for their education and development and that they have the same chance to benefit from the resources available to the School, irrespective of their gender, ethnicity, level of ability, age or social circumstances. Equal opportunities also apply to staff and as such the management of Westlands recognise the need to treat staff on an equitable basis

Following discussions between the Local Education Authority, Teachers' Associations and Trade Unions, the procedure set out below has been adopted by the Governing Body for dealing with individual grievances or disputes.

Westlands is committed to ensuring that all staff responsible for the intimate care of children will undertake their duties in a professional manner at all times. Westlands recognises that there is a need to treat all children with respect when intimate care is given. No child should be attended to in a way that causes distress or pain.

Our Policy on Initial Teacher Training is set to reflect the provisions outlined in DfEE Circular 9/92 relating to school-based initial teacher training in the secondary phase, in partnership with teacher training institutions.

Our Absence Policy is set to refl ect current employment conditions negotiated at national level for staff within the School. It should be read in conjunction with those conditions. Absence of teaching staff within the school day can be extremely costly to the School as well as disruptive to the education of the students. It is hoped that staff, both teaching and non teaching/support staff, will recognise the need not to disrupt the continuity of education that is so vital to the success of students.

A policy for managing sickness absence together with guidance notes for Headteachers and staff is an essential management tool. It is an intrinsic part of the Council's Performance Management Strategy and as such should not be viewed in isolation but rather as one of a number of policies intended to support staff in the workplace.

Westlands policy for Newly Qualified Teachers is set in conjunction with the LEA's guidelines for the induction of NQTs. The support that is provided for Newly Qualified Teachers is a crucial factor in their future development in the profession.

This document has been adopted by the Governing Body, being the Relevant Body for the School, as the basis for the administration of pay policies according to the provisions of the School Teachers' Pay and Conditions Document (STPCD). The Governing Body has responsibility for establishing the School’s Pay Policy and for seeing that it is followed. It considers and approves the overall pay structure for all staff. The governing body delegates to the staffing committee, hereafter referred to as the Committee, the administration and implementation of the pay Policy. The decisions of the Committee will observe the requirements of the School Budget in respect of staff pay. Members of the Committee will treat as confi dential information about an individual's earnings. The Committee will be set up as a "first" Committee, to allow for an "appeals" committee to follow if necessary. The Governing Body will exercise its responsibilities in a fair and even-handed manner, having full regard to Equal Opportunities and other legislation.

Our recruiting and Selection Policy is set to refl ect current employment conditions negotiated at national level for staff within the School. It should be read in conjunction with those conditions. Staff are the most important asset of the School and as such the Governors and Senior Management of Westlands recognise their responsibility to take great care when recruiting staff to whatever vacancies might occur.

This document has been adopted by the Governing Body, being the relevant body, as the procedure for Westlands School.

Our School Trips Policy is set to refl ect current concerns that the provision of education to students at Westlands is enriched by their taking part in activities outside the school in support of their curricular needs. This Policy should be read in conjunction with the other School and LEA policies appertaining to this subject.

Our Smoking Policy is set to refl ect the need to ensure fi re risks and health risks are kept to a minimum. There are national Health and Safety regulations and guidelines that apply to the school and which should be read in conjunction with this policy. However, the principle of non smoking is extended to visitors to the site as well as staff and students. Staff at Westlands are expected to set an example to the students and as such this policy is in existence.

The policy on Staff Development is set to refl ect DFEE and Torbay priorities for Standards Funding and guidelines from the Teacher Training Agency on Continuing Professional Development. Staff are the most valuable and costly resource in School, neglecting their development is both wasting this resource and detrimental to their professional development.

Our stress management policy tries to refl ect the nature of the situation staff and students fi nd themselves within when attending as an employee or student of the School. By the very nature of the work undertaken by schools and the expectations placed on them to perform to a high standard that involves public accountability, the role is likely to be stressful. Staff and students should be cognisant of the issues of stress and try to manage the situation as best as possible.

Our Discipline Policy is set to refl ect the principles outlined in the Elton Report (Education Observed 5) on good behaviour and discipline in schools. At Westlands it is recognises that a consistent approach by all members of staff is essential in setting standards, maintaining good order and discipline, and in the use of rewards and sanctions.

Our teaching load policy is designed to ensure that current regulations on teachers' working conditions are met. An equitable and reasonable teaching load is important for staff morale and to ensure that our students receive the best possible service.

This policy outlines the situations in which 'Reasonable Force' may be used by a member of staff to control the behaviour of a student. It is anticipated that such 'Reasonable Force' will only be applied in extreme cases and then only when all other alternatives have been exhausted. Students should not expect or create the situation where the use of force is necessary, and staff should make every effort to ensure that the use of 'Reasonable Force' is avoided. Situations can best be avoided by a consistency of approach, and as such this policy should be read in conjunction with the Good Behaviour and Discipline Guide, the Behaviour Policy, the School Code of Conduct and the School Rules.

Our Appeals Policy is set to refl ect the philosophy that under the Education Reform Acts of 1989, 1991 and 1993 access to Westlands for students is controlled by the Local Education Authority (LEA) in conjunction with the School's Governing Body. The Acts establish the right of parental choice and as such the right of Appeal for admission must be heard in accordance with the policies of the LEA.

Our Data Protection Policy is set to reflect the current legislation and statutory requirements of various Acts of Parliament. It seeks to ensure the legal requirements are satisfied while ensuring the rights of the individual are met as required in the Data Protection Act, both UK and EU.

Our Education/Business Activities Policy is set to reflect the philosophy that the more experience the students of Westlands can gain in relation to the Business and commercial world the better. Students are advantaged if they understand the world beyond the confines of the School and as such the more industry, commerce and business can be involved in the School the better they will be prepared.

Our Exclusions Policy is set to operate in conjunction with our Behaviour Policy and the procedures outlined in the School Handbook and Student Planner. The two types of exclusion, fixed term and permanent, are the most severe sanctions that the School can impose. Therefore they are intended only for the most severe breaches of discipline and their use is strictly controlled.

Our Race Equality and Cultural Diversity Policy is set to refl ect the principles that Britain is a multi-ethnic society operating in a wider context of an interdependent world. The Race Equality and Cultural Diversity policy forms part of a whole-school approach to good behaviour and discipline which aims to promote the good behaviour necessary for effective learning to take place and the School's equal opportunity policy. The school welcomes its duties under the Race Relations legislation such as the Amended Act of 2000. It should be read in conjunction with the other policies of the School.

Our School Development Plan Policy is set to reflect the philosophy that every member of the community should have a right to shape the development of the School. It is constructed after careful consideration of all the legislative changes that are affecting education. The philosophy behind this planning is that all interested parties in Westlands should be involved in the process.

Our Uniform Policy is set to reflect a practical approach to achieving a standard of uniform that is both functional and smart. It is designed to achieve equal opportunities wherever possible.

Our Voluntary Fund Policy is set to reflect the current regulations concerning the provision and control of non-public funds. It will be administered to ensure financial propriety at all times.

The school is committed to ensuring that whenever its staff assess the work of candidates for external qualifications, this is done fairly, consistently and in accordance with the specification for the qualification concerned.