Policies

Bullying can take many forms but the most common are:

• Physical - hitting, kicking, taking belongings.
• Verbal - name calling, insulting, making offensive remarks.
• Homophobic- name calling, insulting, making offensive remarks.
• Indirect - spreading malicious stories, rumours and deliberately excluding others from social groups.
• Racist - taunts or offensive language about culture or race.
• Sexual - unwanted physical contact or abusive comments.
• Cyber - using social networking sites or mobile phones to cause offence to others.
• Isolating - deliberately ignoring or encouraging others to ignore students.
• Students with special educational needs and disabilities- name calling, insulting, making offensive remarks.
• Young carers- name calling, insulting, making offensive remarks.

Preventative Measures

The first stage is to carry out preventative measures designed to discourage bullying for example supervision of students at breaks and lunch times and opportunities for students to discuss bullying.

• All students and parents sign an agreement recognising that bullying will not be tolerated as part of the 'partnership' on admission to the school.
• Students are familiarised with the anti Bullying Policy through the Tutor programme in the first week of term in year 7.
• Students who join the school later will be allocated a buddy.
• Every tutor group will have 2 buddies for students to share any concerns with regarding bullying.
• All staff are made aware of the schools policies and procedures for dealing with bullying incidents.
• Parents are informed about tell-tale signs to look out for and strategies to use to prevent bullying.
• Any incidents of bullying must be logged in the Poltair school Bullying Log.
• The log is monitored by a Governor with responsibility for Anti-bullying every 8 weeks.

How Bullying Is Dealt With In Poltair School

Option 1. Disciplinary Route

• Where staff become aware of bullying, they must ensure that the bullying Proforma(harassment form) is filled out and then passed onto the appropriate HOY.
• Where necessary statements will be taken from witnesses.
• The school discipline procedures will then follow if bullying has taken place. In cases of serious and/or persistent bullying a permanent exclusion may result, following advice and intervention (If thought appropriate) from the Behaviour Support Team, Pastoral Support Programme and final warning from the school governors.
• Records of all bullying incidents will be kept in the School Bullying Log in order to monitor and review the success of the anti bullying policy.

Sanctions

1. Head of Year detention/ appointment with Learning Mentor.
2. 5 days study room until 5pm/ appointments with Learning Mentor/PSP put in place.
3. 5 day fixed exclusion and 5 days study room/appointment with Behaviour Support service and final warning from school governors.
4. Permanent Exclusion.

Option 2. Anonymous Reporting

This will give students and parents an opportunity to inform the school of bullying and other incidents without giving their own details. This can done through emailing and/or texting the head of year. Using the anonymous post boxes around school that will be placed in student services, reception, outside the headtechers office and outside the PE office. The information will be continually monitored by the parent support workers and heads of year.

Option 3. School Counsellor

Where students reveal incidents of bullying in confidence to a counsellor employed or used by the school, the information will be recorded confidentially on the bullying pro-forma. The student can agree for the counsellor to speak with those bullying, about their actions without the discipline procedures being used. The student will have the option of invoking the discipline route if no change in behaviour follows. (This procedure does not override Child Protection procedures)

Option 4. Student Councillors

Every tutor group will have two nominated tutor buddies if students feel unable to speak with teachers and adults within school. Mentors will be trained and available to give student advice.

Intervention Techniques To Counter Bullying

• All students will be taught about the effects of bullying and the school's attitude to it in tutorial.
• Laminated poster in each classroom with Vision statement and advice about what to do if bullying takes place.
• All students, staff and parents will sign up to the whole school bullying charter.
• Yearly survey on bullying in tutor time in term 2, (to coincide with National Anti-Bullying week) to remind students of issues, introduce them to the Laminated Posters and to monitor progress.
• Link page through school website specifically on anti bullying matters.
• Buddie system to involve peer involvement in tackling bullying.
• Use of outside performance groups to highlight and educate.
• Assembly talks by Heads of Year and/or other staff.
• Letters to parents to elicit support, and explain reporting procedures.

Advice To Students And Parents About Reporting Bullying

Students

You should report bullying by speaking to your tutor or Head of Year, it is their responsibility to deal with bullying in the first instance. If for some reason that this is difficult, then speak to a member of staff who you know and feel confident will deal with the matter.

Some students fear that by telling staff they will make it worse or that staff won't do anything about it. If you are worried about others finding out, or you have reported the bullying and the response still didn't stop the bullying, then you can use email, text and anonymous post boxes to report incidents of bullying

Parents

If your child reports an incident of bullying to you concerning them or another child then please report this matter to the Head of Year or Parent support Worker. You should expect a reply within 24 hours. It is not always possible to reply within that time frame but if you do not have an early reply or if this is a serious incident which you feel cannot be delayed, then please contact Mr Watkinson with responsibility for these issues.

Contact Details

Anti Bullying contact numbers for texting

Key Stage 3 (Years 7,8 and 9) -07534992509

Key Stage 4 (Years 10 and 11)-07961651993

Email addresses

• Head Year 7 vpascoe@poltair.cornwall.sch.uk
• Head Year 8 chatt@poltair.cornwall.sch.uk
• Head Year 9 kbond@poltair.cornwall.sch.uk
• Head Year 10 gpope@poltair.cornwall.sch.uk
• Head Year 11 gowens@poltair.cornwall.sch.uk

We strongly advise all parents not to become directly involved in dealing with the problem. Every year we have parents who become entangled in family disputes by directly confronting their child's "bully" either personally or through texts or on line. In most cases this only escalates the problem as parents will have heard only half of the story. Please work with the staff of Poltair School and/or the police in order to investigate all the facts surrounding the problem behaviour.

If you feel unable to report matters of bullying directly, then you can either phone or email the contact details above

Indicators That Your Child May Be The Victim Of Bullying

Is your child displaying any of the following?

• is frightened of walking to or from school.
• doesn't want to go on the school or public bus.
• begs to be driven to school.
• changes their usual routine.
• is unwilling to go to school.
• begins to truant.
• becomes withdrawn, anxious or lacking in confidence.
• starts stammering.
• attempts or threatens suicide or runs away.
• cries themselves to sleep at night or has nightmares.
• feels ill in the mornings.
• begins to do poorly at school.
• comes home with clothes torn or books damaged.
• has possessions which are damaged or go missing.
• asks for money or starts stealing money (to pay bully)
• has dinner money or other money continually "lost".
• has unexplained cuts or bruises.
• comes home starving (money/lunch has been stolen)
• becomes aggressive, disruptive or unreasonable.
• is bullying other children or siblings.
• stops eating.
• is frightened to say what is going wrong.
• gives improbable excuses for any of the above.
• is afraid to use the internet or mobile phone.
• is nervous or jumpy when a cyber message is received.

These signs and behaviours could indicate other problems, but bullying should be considered and should be investigated. Please talk to tutors or Heads of Year if you have concerns.

Monitoring And Review

We will review the Policy every year as well as if incidents occur that suggest the need for a review. The Policy only works if it ensures the whole community understands that bullying is not tolerated and understands the steps that will be taken to both prevent and respond to bullying.

Further Useful Contacts

www.childline.org.uk

www.nspcc.org.uk

1. Her Majesty's Inspectors of Schools.
2. Local Authority Officers, including Education Welfare Officers.

1.4 To ensure that schools fulfil their legal obligation, it is recommended that each school has a clear policy on attendance, which is known to Governors, Staff, Pupils and Parents. The policy should be reviewed annually and everyone should be reminded of its contents. It is also advisable that staff receive training to complete attendance registers accurately because:

1. Each year every school is required to submit to the DCSF details of the level of absence authorised within the school. There is also a requirement to inform how many half days were missed due to authorised and unauthorised absence; this information contributes to local and national absence tables and is an indicator of performance used to compare schools. Research has shown that there is considerable inconsistent practice between schools and within schools.
2. The annual reporting cycle includes a certificate of attendance for parents.

The Policy

2.1 Improving school attendance and reducing absence levels are key elements in our drive to secure "High Quality Learning For All". Poltair School seeks to ensure that all its pupils receive an education which maximises opportunities for each pupil to realise his or her true potential.

2.2 Statement of Intent

• The school will strive to provide a welcoming, caring environment, whereby each member of the school community feels valued.
• All school staff work in partnership w ith pupils and their families/carers to ensure each pupil attends school regularly and punctually.
• The school will establish an effective system of incentives and rewards which acknowledges the efforts of pupils to improve their attendance and punctuality. Pupils and parents who give attendance a low priority will be challenged and held accountable.
• Staff at Poltair School will establish an effective and efficient system of communication with pupils, parents and appropriate agencies to provide mutual information, advice and support.

2.3 Poltair School will ensure that:

• pupils are registered accurately and efficiently.
• Attendance targets are set for individual pupils, year groups and whole school.
• Parents/Guardians are contacted when reasons for absence are unknown or unauthorised.
• Pupil attendance and lateness is monitored regularly.
• School attendance statistics are reported.

2.4 Pupils will be encouraged to:

• Attend school regularly and punctually.
• Inform staff if there is a problem which might lead to absences.

2.5 Parents/Guardians will:

• Encourage good attendance.
• Inform the school on the first day of non-attendance.
• Discuss planned absences with the school in advance (e.g. family holidays, special occasions).

Implementation

3.0 To help promote and implement our intention to continually improve school attendance and reduce absence levels, there are nine key principles underpinning the management of attendance. These principles can be used by Senior Managers and Governors as evaluation criteria during the annual review.

3.1 To improve the overall percentage attendance of pupils at Poltair School.

1. Apply Whole School Attendance Policy consistently.
2. Establish and maintain a high profile for attendance and punctuality.
3. Relate attendance issues directly to the school's values, ethos and curriculum.
4. Monitor progress in attendance, using measurable outcomes at individual, tutor group and year group level.
5. Appoint and maintain the position of Attendance Manager.

3.2 To make attendance and punctuality a priority for all those associated with the school including, pupils parents, staff and governors.

1. Use the Staff Handbook to clarify staff responsibilities.
2. Produce termly/annual reports to Governor's Student Services Committee.
3. Hold induction Year 7 evening for parents/pupils where the importance of attendance is emphasised.
4. Contribute to the Parents' Post to ensure the community is clear that attendance matters.
5. Provide induction training for all new staff.
6. Display materials at focal points - tutor rooms, designate areas etc. Year Display Boards to contain regularly updated figures.
7. Attendance Manager to discuss with Year Team Managers attendance matters on a regular basis.
8. Introduce awards systems to encourage high attendance.
9. Include attendance in the annual review process as a measurable outcome for the Year Team Managers.

3.3 To develop a framework which defines agreed roles and responsibilities, therefore, promoting consistency in carrying out designated tasks.

1. Maintain unambiguous procedures for statutory registration, with staff being clear about who is responsible for what and when.
2. Make telephone/letter contact, using designated school staff, on first day of absence.
3. Ensure clearly defined late registration procedures.
4. Respond swiftly to lateness (in respect of both pupils and parents).
5. Define clearly the roles and responsibilities within the school staffing structure.
6. To have clear procedures prior to referral to the Education Welfare Officer - attendance figures, letters home, no response, triggers EWO involvement.
7. Review attendance regularly.
8. Be familiar with the Education Welfare Officer's referral and recording system, paying attention to the EWS attendance policy and practices.
9. To encourage the EWO to work closely with the Student Support Service, Connexions and any other agencies working to support pupils.

3.4 To provide support, advice and guidance to parents and pupils

1. Highlight attendance in
   • PSHE.
   • Assemblies.
   • Curriculum Areas.
   • Using other opportunities as they arise.
2. Private support offered, by the school, to parents where there is a perceived need.
3. Set aside area/time for parents to speak to staff.
4. Seek improved communications with parents/guardians e.g. named member of staff to deal with telephone calls.
5. Provide accurate and up-to-date contact information for parents/guardians.
6. Involve parents/guardians from the earliest stage.

3.5 To develop a systematic approach to gathering and analysing attendance related data.

1. Use of Sims (Lesson monitor)
2. Standardised recording of:
   • authorised/unauthorised absence two-week deadline for all attendance returns.
   • Lateness.
3. Renew meaning of attendance codes and ensure staff are fully aware.
4. Be consistent in collection and provision of information.
5. Decide what information is provided for:
   • Governors.
   • Pastoral Staff.
   • Other School Staff.
   • Parents.
   • Pupils (individuals or groups).
   • EWS
6. Identify developing patterns of irregular absence and lateness.

3.6 To further develop positive and consistent communication between home and school.

1. Initiate first day absence contact.
2. Make full use of computer-generated letters, where appropriate.
3. Promote expectation of absence letters/'phone calls from parents/guardians.
4. Explore the range of opportunities for parental partnerships.
5. Provide information in a user-friendly way.
6. Encourage all parents/guardians into school promoting a supportive partnership.
7. Contact parents for outstanding attendance or marked improvements in attendance.

3.7 To implement a system of rewards and sanctions.

1. Identify finance for a system of rewards.
2. Actively promote attendance and associated reward, as well as effective sanctions.
3. Ensure fair and consistent implementation.
4. Involve Pupils, Student Council, in system initiation and evaluation.
5. Make use of imaginative and immediate sanctions.
6. Take action which accords with objectives agreed between school and others. e.g. EWO, Parent, Behaviour Support Service.

3.8To promote effective partnerships with the Education Welfare Service (EWS) and with other services/agencies.

1. Designated staff for liaison with EWS and other agencies.
2. Timetabled meetings with EWO.
3. Carry out initial enquiries/intervention prior to referral.
4. Gather and record relevant information to assist completion of EWO visit.
5. Termly attendance review with YTM's and EWO.
6. Arrange multi-agency liaison meetings as appropriate.
7. Establish and maintain a list of named contacts within the local community.
8. Encourage active involvement of other agencies and services, in the life of the school.
9. Develop an understanding of agency constraints and operating environments.
10. Give careful consideration to Looked After Children, Young Carers and Sick Children.

3.9 To recognise the needs of the individual pupil when planning re-integration following significant periods of absence.

1. Be sensitive to the individual needs and circumstances of returning pupils.
2. Involve/inform all staff in re-integration process.
3. Provide opportunities for counselling and feedback.
4. Consider peer support and mentoring.
5. Involve parents/guardians as far as possible.
6. Agree timescale for review and re-integration programme.
7. Include EWO, Parents/Guardians and Pupil in re-integration programme.
8. Utilise Access and Learning Support, if appropriate.

Registration Protocols - Tutor

4.1 Be punctual to registration

4.2 Meet and greet pupils as a group. Wherever possible take time to speak to individual pupils.

4.3 The Register MUST be called and must be conducted in silence. Do not leave gaps in Register. Mark present or absent. Do not over ride existing marks if pupils absent. If pupil arrives after Register has commenced then mark as late. Save and Close Register at 8.35am.

4.4 Collect absence notes/discuss absences.

4.5 On the way in/out of the classroom check the appearance of the pupils.

4.6 Ensure pupils leave class in an orderly manner.

4.7 Assembly

• The register must be completed in the Tutor base before setting of to assembly.
• The Tutor MUST lead their group into assembly and the pupils MUST enter in silence. Tutors must attend assembly with their groups.

Registration Protocols - Pupils

5.1 During Registration all Tutor Groups are expected to:

1. Stand behind your chairs when your Tutor enters the room.
2. Sit in silence when the register is being called and respond politely when your name is called.
3. Listen carefully to your Tutor so that you do not miss any notices that might affect you.
4. If you need to speak to your tutor please wait until the register has been completed. At this time provide your Tutor with any notes/letters including notes confirming absence from school.
5. Enter and leave the classroom in a sensible manner.

I will act as I expect others to act toward me:

• I will respect others' work and property and will not access, copy, remove or otherwise alter any other user's files, without the owner's knowledge and permission.
• I will be polite and responsible when I communicate with others, I will not use strong, aggressive or inappropriate language and I appreciate that others may have different opinions.
• I will not take or distribute images of anyone without their permission.

I recognise that the school has a responsibility to maintain the security and integrity of the technology it offers me and to ensure the smooth running of the school:

• I will only use my personal ICT devices (e.g. USB memory sticks and cameras) in school if I have permission. I understand that, if I do use my own devices in school, I will follow the rules set out in this agreement, in the same way as if I was using school equipment.
• I understand the risks and will not try to upload, download or access any materials which are illegal or inappropriate or may cause harm or distress to others, nor will I try to use any programs or software that might allow me to bypass the filtering/security systems in place to prevent access to such materials.
• I will immediately report any damage or faults involving equipment or software, however this may have happened.
• I will not open any attachments to emails, unless I know and trust the person or organisation that has sent the email, due to the risk of the attachment containing viruses or other harmful programs.
• I will not install or attempt to install programs of any type on a machine, or store programs on a computer, nor will I try to alter computer settings.
• I will not use chat or social networking sites whilst in school.

When using the internet for research or recreation, I recognise that:

• I should ensure that I have permission to use the original work of others in my own work.
• Where work is protected by copyright, I will not try to download copies (including music and videos).
• When using the internet to find information, I should take care to check that the information I access is accurate. I understand that the work of others may not be truthful and may be a deliberate attempt to mislead me.

I understand that I am responsible for my actions, both in and out of school:

• I understand that the school has the right to take action against me if I am involved in incidents of inappropriate behaviour, that are covered in this agreement, when I am out of school and where they involve my membership of the school community (e.g. cyber-bullying, use of images or personal information).
• I understand that if I fail to comply with this Acceptable Use Policy Agreement, I will be subject to disciplinary action. This may include loss of access to the school network and/or internet, detentions, suspensions, contact with parents and in the event of illegal activities involvement of the police.

Optional Visits Wholly Or Mainly During School Hours

3.1 No child may be excluded from a trip because the parents are unwilling or unable to pay a voluntary contribution. The school must invite voluntary contributions towards the cost of such visits which may or may not be provided as part of the syllabus for a prescribed public examination or to fulfil the demands of the National Curriculum. The cost could include travel insurance, admission charges and staff's costs. If it is not acceptable to build in cover for any pupil not offering a voluntary contribution but the visit may be subsidised within reason from other sources e.g. monies allocated to Clusters. However, if a visit is seen to be unviable either with or without any subsidies it must be cancelled. Accompanying staff are not expected to pay but nor are they able to claim any extra payment. No school fund-raising event should be arranged to subsidise any visit.

Board And Lodging Charges On Residential Visits

4.1 The full cost of board and lodging will be charged on visits taking place wholly or mainly during school hours, or if out of school hours, provided as part of the syllabus for a prescribed public examination or required in order to fulfil statutory duties relating to the National Curriculum or to religious education.

4.2 Parents who receive certain specific state benefits are exempt from charges for board and lodging and specific details of exemptions will be provided at the time that residential visit details are notified. This cost will have to be met from within the school's funds ie for educational activities the subsidy may come from the delegated budget; for social activities the subsidy may come from private funds (these can also be used for education activities).

The costs of transport, insurance, admission charges, etc. incurred during residential trips may not, however, be charged, although voluntary contributions may be requested and could become a necessary prerequisite for the visit taking place.

Individual Tuition In The Playing Of A Musical Instrument

5.1 This tuition will not be charged if given during or outside school hours by a teacher employed on a LA contract. However where tuition or ensemble activities are provided by external agencies and peripatetic teachers, a charge may be made to pupils concerned.

Results Of Prescribed Public Examinations Where No Further Preparation Has Been Provided By The School

6.1 The full cost for any re-sits of examination can be charged.

Entry Of Examinations Which Are Not Prescribed In Regulations Issued By The Secretary Of State

7.1 The full cost of any entries can be charged.

Charges For Ingregients, Materials And Equipment

8.1 School should be prepared to provide any ingredients, materials or equipment needed for the delivery of the curriculum. Parents can be encouraged to contribute in cash or kind on a voluntary basis. The school may charge for, in invite parents to supply, ingredients, materials and equipment if they have indicated in advance a wish to own the finished product.

Charges For Breakages And Fines

9.1 School may ask parents to pay for damage to equipment or property caused by their child.

Recovery Of Unpaid Charges

10.1 Sums payable by parents for wasted exam fees, optional extras to which they have agreed or board and lodging, are recoverable as civil debts. Payment of all voluntary contributions or other permissible charges may be requested in advance.

Remissions

The Headteacher will consider remission of payment for all or part of charges, providing the parents are in receipt of income support or other qualifying benefits. Parents may apply in confidence to the Headteacher for remission of charges.

1.3 We recognise that because of the day to day contact with children, school staff are well placed to observe the outward signs of abuse. The school will therefore:

• Establish and maintain an environment where children feel secure, are encouraged to talk, and are listened to.
• Ensure that children know that there are adults in the school whom they could approach if they are worried.
• Include opportunities in the curriculum for children to develop the skills they need to recognise and stay safe from abuse.

1.4 We will follow the procedures set out in the South West Child Protection Procedures and take account of any guidance issued by the Department for Children, Schools and Families to:

• Ensure that we have a Designated Senior Person for child protection who has undertaken Child Protection Training delivered through the LSCB and who undertakes an update training day as recommended by the LA every two years. (CAMAT)
• Ensure we have a nominated governor responsible for child protection.
• Ensure every member of staff⁶, and the governing body know the name of the senior designated person responsible for child protection and their role.
• Ensure all staff and volunteers understand their responsibilities in being alert to the signs of abuse and responsibility for referring any concerns to the designated senior person responsible for child protection.
• Ensure all staff and volunteers understand their responsibilities in being alert to the signs of abuse and responsibility for referring any concerns to the designated senior person responsible for child protection.
• Ensure that the Designated Person contacts Children’s Social Care if there are concerns about a child/young person.
• Ensure that parents have an understanding of the responsibility placed on the school and staff for child protection by setting out its duties in the school prospectus.
• Notify the District Social Care Office immediately if there is an unexplained absence of a pupil who is on the child protection register/subject to a child protection plan⁷.
• Develop effective links with relevant agencies and co-operate as required with their enquiries regarding child protection matters including the attendance at case conferences.
• Keep written records of concern about children, even when there is no need to refer the matter immediately.
• Ensure all records are kept securely and separate from the main pupil file and in a locked location⁸, and ensure that a child's school record indicates the existence of further records
• Ensure that the school will follow the South West Child Protection Procedures when there are concerns or when an allegation is made against a member of staff. The LA Designated Person can be contacted on 01872 254547.
• Ensure safe recruitment practices are always followed. This means that we hold a Single Central Record of Recruitment⁹ and that the Headteacher and/or a Governor has completed Safer Recruitment Training¹⁰.
• Ensure that we implement the education recommendations following a Serious Case Review (SCR).

1.5 We recognise that children who are abused or witness violence may find it difficult to develop a sense of self-worth. They may feel helplessness, humiliation and some sense of blame. The school may be the only stable, secure and predictable element in the lives of children at risk. When at school their behaviour may be challenging and defiant or they may be withdrawn. The school will endeavour to support the pupil through:

• The content of the curriculum.
• The school ethos which promotes a positive, supportive and secure environment and gives pupils a sense of being valued.
• The school behaviour policy which is aimed at supporting vulnerable pupils in the school. The school will ensure that the pupil knows that some behaviour is unacceptable but they are valued and not to be blamed for any abuse which has occurred.
• The implementation and reviewing of statutory policies that are relevant to safeguarding and promoting the welfare of children
• Liaison with other agencies that support the pupil such as Children’s Social Care, Child and Adult Mental Health Service (CAMHS); the Education Welfare Service; the Educational Psychology Service.
• Ensuring that where a pupil on the child protection register leaves the school, their information is transferred to the new school immediately and that the child’s social worker is informed.
• Recognising that children come from multi cultural backgrounds and as a result have developed polices to ensure that we embrace:
  1. Diversity in religion and faith.
  2. Diversity of Race.
  3. Diversity of Ethnicity.
  4. Diversity of Gender and Sexual Orientation.
  5. The Disability Equality Duty.

1.6 We recognise that there are a number of policies that are relevant to safeguarding and promoting children’s welfare. These include the following:

• Anti Bullying ( with reference to internet & mobile phone bullying)
• Attendance Targets
• Behaviour management/student discipline
• Child Protection
• Departmental statements on safeguarding (Secondary Schools)
• Disability Equality Duty¹¹
• Drugs and Substance Misuse
• Educating Children with Medical Needs
• Equal Opportunities
• Equality Act-Sexual Orientation Regs. 2007 (guidance)
• Extended School (before & after school activities)
• First Aid ( including management of medical conditions, intimate care)
• Gender Equality¹²
• Health & Safety
• Looked After Children¹³
• Management of allegations made against staff
• Parenting Contracts
• PSHE curriculum
• Racial Equality
• Recruitment and Selection
• Safeguarding statement in school prospectus
• Sex Education
• Special Educational Needs
• Staff Appraisal
• Staff handbook (guidance on conduct)
• Use of Positive Handling & Restraint
• Visitors Policy
• Use of photographs/video
• Whistleblowing
• Work Placement (Work Experience)

• ¹DH Guidance (2006)
• ²Adopted 1^st January 2008. www.swcpp.org.uk
• ³"Staff" covers ALL adult staff on site, including temporary, supply and ancillary staff, and volunteers working with children
• ⁴Safe recruitment practice means scrutinising applicants, verifying identity and qualifications, obtaining character and professional references, checking previous employment history and that a candidate has the health and physical capacity for the job, and a face to face interview as well as the mandatory check of List 99, and where appropriate, a Criminal Record Check.
• ⁵Where a third party is responsible for running the services there should be clear lines of accountability and written agreements setting out responsibility for carrying out the recruitment and vetting checks on staff and volunteers: DfES2007
• ⁶To include temporary and supply staff and volunteers
• ⁷The Child protection Register will cease to exist from 1^st April 2008. Children will instead be subject to a Child Protection Plan
• ⁸See LA Guidance to schools and other educational establishments re: Keeping Child Protection Records
• ⁹A pro forma is available on the CYPF intranet
• ¹⁰The NCSL provides online training for headteachers. Whilst there is no statutory requirement at present to complete this it is strongly recommended by the Bichard enquiry.The DfES recognises that other staff and/or governors need to access training. For further information on safer recruitment and training, please contact Human Resources/Education at County Hall or the Education Safeguarding Manager on 01872 254547
• ¹¹Secondary schools need to comply with this duty by 4/12/06. The same duty applies to primary schools, community special schools or foundation special schools from 3/12/07
• ¹²Schools need to have complied with this by 30/4/07
• ¹³LAC should have individual Personal Education plans which will form part of the LAC review meetings

1.5 All complaints will be dealt with as speedily as possible. Many enquiries and concerns from parents can be dealt with satisfactorily by the child's class-teacher, the Headteacher or other members of staff, without the need to resort to a formal procedure. The School values informal meetings and discussions.

1.6 If it is not possible to resolve a concern by face-to-face discussions with the member of staff concerned, then the procedure set out below represents good practice for the school in how it deals with formal complaints.

1.7 Governors have an important role to play in considering complaints. However, it is important for parents to understand that individual governors should not investigate complaints outside the procedure, which has been adopted by the School Governing Body.

1.8 If the complaint is about a matter, which is subject to a specific procedure, as mentioned earlier in this document, then this must be followed. If it is a general matter, the Headteacher may be able to respond immediately, e.g. if it is about an explanation of School Policy.

1.9 For most other complaints, which are likely to relate to specific actions or events, there is likely to be a need for further investigation in order to clarify the facts. The Headteacher or nominee will normally undertake this.

1.10 The following guidelines represent good practice for the investigation when the complaint is about the conduct of a member of staff:

1. If, at any time during the investigation, there is a prima facie case for disciplinary action, the School's Disciplinary Procedure must be followed and no further action taken under the Complaints Procedure. This also applies where Child Protection procedures are being followed.
2. It may be advisable to meet with the complainant, before the investigation, in order to clarify the precise nature of the complaint and to discuss ways in which the matter might be resolved.
3. If a formal investigation is required, then the School will adhere to the following principles:
   1. If a member of staff is the subject of a complaint, he/she will be given a copy and Advised to contact their Trade Union or Professional Association for advice.
   2. The member of staff will be advised that a 'friend' or Trades Union representative at any subsequent interview or hearing may accompany him/her.

1.11 Other procedures impact on the Complaints Procedure and therefore must be considered in conjunction with it. These are:

1. The Staff Disciplinary Procedure
   1. It is important to stress that any complaint, which results in disciplinary investigation, cannot be responded to finally until the investigation has run its course.
   2. The Investigation will be conducted in accordance with the LA Model Disciplinary Procedure for teaching or non-teaching staff.
   3. The complainant will then be informed of the outcome of the disciplinary investigation and may receive an apology, if appropriate. Details of any disciplinary action would be released to the complainant. The complainant will have no right of appeal against action taken under the disciplinary procedure.
   
   
2. The Staff Grievance ProcedureThis procedure enables staff to complain about the actions of other members of staff, the Headteacher or the Governors. This involves a quite separate process from the complaints procedure.
3. Guidance on Child Protection IssuesThe LA, and other agencies that are responsible for children, has a duty under the Children's Act of 1989 to safeguard and promote the welfare of children. As part of this, detailed Child Protection procedures have been developed which outlines the steps which must be taken in cases of alleged abuse. It is essential that these procedures are followed and that the designated teacher at the School is informed immediately on receipt of an allegation of abuse. They will then liaise with the Headteacher and/or the Chair of Governors, as appropriate and the Chief Education Officer. The guidelines on investigation will then be followed, involving the Social Services and Police as necessary.

The Role of the LA

1. The LA has limited powers to investigate internal School matters. The role of this body in dealing with complaints against the School is therefore, normally an advisory one.
2. All complaints received by the LA will be passed to the Headteacher of the School for a response. When the complaint concerns the Headteacher, the complaint must be passed on to the Chair of Governors.
3. There may well be occasions when the Headteacher, or School Governing Body, would like the LA to investigate a complaint on behalf of the School. This will apply in cases where Child Protection issues arise and Social Services must be involved or when there is a serious complaint against the Headteacher. In such cases the LA will write to the complainant, informing him/her of the way in which the investigation will be undertaken and will report back to the Headteacher or Governing Body as appropriate. Even when the LA is not asked to investigate such complaints, the Headteacher/Governors are advised to inform them as soon as such an allegation.
4. If the complaint is of a serious nature and it is not possible to reach a resolution with the Governing Body, an investigation will need to take place. The Chief Education Officer will determine the terms of reference for this and the Governing Body will be informed of these.

1.13 All complaints that are received will be recorded in the School and, if they are in writing, acknowledged within two working days.

Stage 1 - Informal Resolution

2.1 A meeting will be arranged with the Headteacher but will not automatically include any member of staff named in the complaint. The School Governors will not be involved at this stage although, if the Headteacher is the subject of a complaint, the complainant may have written directly to the Chair of Governors. There is no suggested time-scale for resolution at Step 1, given the importance of dialogue through informal discussion.

2.2 However, if the discussion seems unlikely to resolve matters, or if the complaint needs to be taken forward against a member of staff, then we proceed to Step 2.

Stage 2 - Formal Written Complaints

3.1 Where it has not been possible to resolve a complaint by way of informal discussion, and/or where the complaint involves a member of staff, the complaint should be set out in writing outlining the precise nature of the complaint, specifying dates, times, etc.

3.2 If the complaint involves an allegation of a potentially serious criminal nature, the Headteacher will immediately inform the Chief Education Officer so that it can be recorded and the School advised about further action.

3.3 The member of staff, who is the subject of the complaint, would normally be advised of the situation immediately, although if the complaint involves a Child Protection issue, the Child Protection Investigation arrangements will come into force involving the Social Services and Police.

3.4 The complaint will be treated as an allegation only, during the investigation stage. The Headteacher will invite all parties, (including witnesses), to provide written Statements as part of the investigation.

3.5 When the Headteacher is the subject of a complaint, the complaint will be copied to the Chair of Governors and, if the Chair then considers it appropriate, the Chief Education Officer.

3.6 Should the matter not be resolved within Step 2, the complainant may consider proceeding to Step 3 below. The onus is on the complainant to make this decision, within the time-scale of two weeks, although the Headteacher may feel that this is the best course of action depending on the circumstances.

3.7 Investigations at Stage 2 should normally be completed within two weeks of receipt of the complaint, unless there are exceptional circumstances, such as in the case of a Child Protection Investigation, or where the Staff Disciplinary Procedure is involved. As good practice a formal response will be sent within two weeks of the completion of the investigation, giving a target of four weeks for the completion of Step 2.

Stage 3 - The Governing Body

4.1 In all cases where the Headteacher is unable to resolve a complaint, to the satisfaction of the complainant, the matter will need to be considered by the Governors.

4.2 The Governors will then decide how best to consider the complaint. Individual Governors have no powers to investigate a complaint outside the complaints process. Therefore, at least two Governors shall be given the task of checking over the facts of the case and, if necessary, meet with the complainant in order to reach an appropriate solution.

4.3 Any further investigation will be undertaken in accordance with the principals outlined in Step 2 above although, given that an investigation will already have taken place and evidence gathered it may not need to be as thorough.

4.4 Following the investigation there will normally be two options available:

1. The investigating Governors may be able to take the appropriate action necessary to resolve the complaint, (if they have been so delegated). If no action is proposed, they will report so to the Governing Body.
2. The Governors may decide to review judgements made so far and report to the complainant that all investigative measures have been exhausted.

The decision of the Governors Committee will be communicated in writing to the complainant within two working days of the meeting.

4.5 An investigation will take place when the complaint is about an action of the Headteacher. This investigation should normally be completed within three weeks of the receipt of a Stage 3 complaint and will be conducted by the Chair of Governors.

Stage 4 - Refferal To The Local Authority

5.1 Complainants can request an investigation by the LA where they feel that the complaint has not been investigated fairly by the Governing Body. Although this request will be exercised rarely, it should be remembered that the LA retains the responsibility of ensuring that the Governors have acted properly in the exercise of their functions. Complaints received will be recorded and the Chief Education Officer will inform the Chair of Governors that a complaint has been received.

Stage 5 - Appeals To The Secretary Of State Or The Ombudsman

6.1 Finally, complainants have a right of appeal to the Secretary of State for Education under Section 496 or 497 of the 1996 Education Act. In such cases, the Department of Education and Employment (DCSF) will examine the complaint and adjudicate. The DCSF has the power to require the LA to take certain actions, including the issuing of instructions to the School Governing Body. It should be pointed out that the members of staff also have the same right of appeal under Sections 496 and 497.

6.2 If a complainant feels that there has been maladministration in the manner in which a complaint has been dealt with, this can be referred to the Local Government Ombudsman.

6.3 Please note that the Ombudsman can look into complaints about how something has been done, but they cannot question what has been done simply because the complainant does not agree.

Definition Of Disabaility

2.1 The Disability Discrimination Act (DDA) defines a person with a disability as someone who has 'a physical or mental impairment which has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities'

• 'physical impairment' includes sensory impairments;
• 'mental impairment' includes learning difficulties and an impairment resulting from or consisting of a mental illness;
• 'substantial' means 'more than minor or trivial'
• 'long term' is defined as 12 months or more.

2.2 The definition includes a wide range of impairments, including hidden impairments such as dyslexia, autism, speech and language impairments and Attention Deficit Hyperactivity Disorder (ADHD). These are all likely to amount to a disability, but only if the effect on the person's ability to carry out normal day-to-day activities is substantial and long-term as defined above.

2.3 The Disability Discrimination Act also covers those with:

• severe disfigurements;
• impairments controlled or corrected by the use of medication;
• protheses;
• an aid or otherwise;
• progressive symptomatic conditions;
• a history of impairment; and
• children under the age of 6 with impairments which, in an older person, would result in that person being covered.

2.4 Since December 2005 persons with HIV, cancer and multiple sclerosis are also covered at the point of diagnosis.

But excluded are those with:

• an addiction to or dependency on: nicotine; tobacco; or other non-prescribed drugs or substances;
• seasonal allergic rhinitis (hay fever); and
• certain mental illnesses with anti-social consequences.

The Governing Body's Duty

3.1 The Governing Body will discharge its responsibilities towards staff, students and those using the school's services by ensuring that people with a disability are not treated less favourably in the following aspects as relevant:

• accessibility to the premises and facilities;
• accessibility to the curriculum;
• accessibility of associated educational services;
• training of staff and students;

3.2 The school's policy is to:

• promote equality of opportunity;
• eliminate unlawful discrimination;
• eliminate disability-related harassment;
• promote positive attitudes towards people with a disability;
• encourage people with a disability to participate in public life; and
• take steps to take into account people's disabilities, even where that involves more favourable treatment.

Accessibility Plans

4.1 The Governing Body's Accessibility Plan follows the local authority's guidelines and aims, as far as is reasonably practicable, to:

• enable staff with a disability to have access to premises and facilities that they need for their contracted duties;
• ensure that the needs of visitors with a disability are taken into account;
• increase the extent to which students with a disability can participate in the school curriculum;
• improve the physical environment of the school in order to enable students with a disability to take advantage of education and associated services;
• improve the delivery to students with a disability, within a reasonable time and in ways which are determined after taking into account their disabilities and any preferences expressed by them or their parents, of information which is provided in writing for students who are not disabled.

Unlawful Discrimination

5.1 The school will ensure that discrimination is prohibited in:

• the selection and appointment and promotion arrangements for staff;
• staff conditions of service;
• staff training;
• the arrangements for determining student admissions;
• the terms on which admission is offered;
• refusing or deliberately omitting to accept an admission application;
• provision of education or associated services (including educational visits and extra-curricular activities)
• exclusions;
• victimisation and harassment;
• failing to take steps to ensure that students with a disability are not placed at a substantial disadvantage in
• comparison with all other students in the arrangements for determining admission to school and in relation to the provision of education and associated services. However, alterations to buildings and the provision of auxiliary aids and services are not required under this law.

Students:

6.1 The school values the full range of its students and seeks to ensure that its practices are fully inclusive. Every effort will be made to ensure that 'reasonable adjustments' are made to accommodate students with a disability, while bearing in mind the interests of other students. The school is required to make, under the terms of the Special Educational Needs and Disability Discrimination Act (SENDDA) 2001:

• improvements in access to the curriculum for students with a disability;
• physical improvements to increase access to education and associated services (e.g. extra-curricular activities);
• improvements in the provision of information in a range of formats for students with a disability.

6.2 There is an additional requirement for schools to explore whether or not students with behaviour issues may or may not have an underlying disability leading to this. For example, the following may be underlying reasons for poor behaviour:

• mental illness, mental health problems, learning difficulties, dyslexia, diabetes, epilepsy.

(NB Behaviour difficulties arising from social and/or domestic circumstances are not covered by the Act. Other school policies cover these areas.)

6.3 The School will take into account all these requirements when considering the inclusion and treatment of students with a disability in the school.

Education And Associated Services

7.1 For students these will be deemed to include:

• preparation for entry to the school;
• the curriculum;
• teaching and learning;
• classroom organisation;
• timetabling;
• grouping;
• homework;
• access to school facilities
• activities that supplement the curriculum e.g. a drama group visiting the school;
• school sports;
• school policies;
• breaks and lunchtimes;
• serving school meals;
• interaction with peers;
• assessment and examination arrangements;
• discipline and sanctions;
• exclusion procedures;
• school clubs and activities;
• educational visits;
• arrangements for working with other agencies;
• preparation for the next phase of education;
• administration of medicines;
• First Aid.

The Scheme

Consultation:

8.1 In the preparation of this scheme, local stakeholder groups have been consulted. We are committed to the continuing involvement of people with a disability in the development of this statement. We will continue to take into account the views of:

• local organisations for people with a disability
• members of staff with a disability
• the parents/carers of students on roll with a disability
• union and association representatives
• student voice

Aims

Staff:

9.1 The school aims, within the constraints of resources available, to ensure that no member of staff with disabilities is less favourably treated in the school's procedures and practices in respect of:

Students:

10.1 The school aims, within the constraints of resources available, to enable each student to fulfil his/her potential, within an educational programme that has development of the whole person at its core.

10.2 The school aims to fulfil the requirements of the legislation to make 'reasonable adjustments' for students with disabilities, to enable them to have access as far as is reasonably practicable to the school premises, facilities, curriculum and associated services.

10.3 The school will examine each disability case to determine the best adjustments that can be made to accommodate the needs of students with a disability.

10.4 Students with a disability are identified through the completion of student detail forms by parents/carers prior to admission. In addition, the Learning Managers and the SENCO gather relevant information on students with a disability through regular liaison visits to feeder schools prior to transfer. Relevant information is made available to all staff via the Record of Need, which is regularly updated. As appropriate, Individual Education Plans are completed, usually by the SENCO and her team. Progress is monitored to assess whether or not further adjustments/new measures are necessary.

Premises

11.1 The school recognises that through the provisions of SENDDA it is not required to provide 'auxiliary aids' (i.e. special equipment or additional personal support), nor make 'physical alterations to the buildings, (such as provide lifts).

11.2 However, to meet its obligations, the school will ensure that the needs of staff and students with a disability are fully considered in any strategic planning for the development of the school campus.

11.3 When determining the priorities for the use of the annual Capital Grant, the school will take into account the need to make the school campus more accessible for staff and students with disability.

11.4 The school will budget annually for reasonable minor adjustments to the environment to enable a member of staff and/or a student with a disability to have access to the full teaching and learning of the school.

11.5 The school will bear in mind health and safety requirements and the interests of other students in all the above considerations.

Discrimination In Admissions

12.1 The Governing Body will ensure that students with a disability are not discriminated against:

• through the criteria they determine for admission to the school, including criteria used where the school is
• oversubscribed; and
• by refusing, or deliberately not accepting, an application from a person with a disability for admission to the school.

Action on Transfer into the School

12.2 At transfer to the school, additional liaison time is allocated for students with a disability and their families to ensure that the student's educational needs and this school's requirements are fully understood by staff at the feeder school, parents, and student, and to ensure that the transfer process is effective.

Teaching And Learning

Staff:

13.1 The development needs of staff with a disability will be discussed with the member of staff on a regular basis.

13.2 Where necessary, support staff time will be allocated, relevant to the needs of the member of staff with a disability.

13.3 Wherever possible the timetable will be adjusted to reflect the needs of members of staff with a disability.

13.4 Within the constraints of financial resources the school aims to make adjustments to the premises to enable the member of staff to teach effectively.

Harrassment

14.1 The school values each member of staff for their contribution to the school and will seek to ensure that as far as is reasonably practicable no member of staff is disadvantaged by reason of his/her disability.

14.2 The Governing Body will take positive action against any employee's harassment of another employee. All employees have a duty not to harass other employees on the ground of their disability (or any other grounds recognised by the law), and to report instances of harassment to the Head (or in the case of harassment by the Head, to the Chair of the Governing Body).

Students

15.1 In all teaching and learning activities a full range of teaching and learning styles will be employed to ensure that no student is excluded from learning.

15.2 Teaching staff will be given, as relevant, advice from appropriate external agencies regarding the learning needs of students with a disability, (such as the Sensory Impairment Services).

Offsite-Site Activities

16.1 The school will ensure as far as reasonably practicable that students and staff with disabilities are given access to off-site activities organised by the school.

Liason With Parents

17.1 The governors will report to parents annually on:

• the Accessibility Plan;
• how the Governing Body/responsible body helps students with disability gain access to the curriculum; and
• what the Governing Body/responsible body does to ensure fair treatment for students with a disability.

17.2 The school will continue to ensure close liaison with families of all students with disability through the provision of designated staff members with allocated time and appropriate communication skills.

17.3 Whenever appropriate, information to home will be provided in different formats to take account of disability.

17.4 The school, at least annually, will remind parents/carers of the school's Complaints Procedure.

Training

18.1 As far as is reasonable and practicable, appropriate training for staff and students will be included in an annual programme. In the case of students there will be units in appropriate areas of the national curriculum and in the PSHE programme.

Staff Training

19.1 Annual training will be given to senior staff to ensure understanding of the DDA and SENDDA and how actions at school level may be undertaken to ensure inclusion of members of staff and students wth disability.

19.2 All staff (teaching and support staff) must attend training regarding duties to members of staff and/or students with a disability under the DDA and SENDDA, and to attend up-dating sessions when deemed necessary by the Head.

19.3 All teaching staff have at least annual training regarding improved practice in differentiation for all students including those with disability.

19.4 Regular staff training will be undertaken regarding the needs for learning of particular students with a disability.

19.5 Support staff working with members of staff and/or students with a disability will be given relevant training.

Responsibilities

Governing Body Committee:

20.1 The Governing Body has established a Staffing Committee which will:

• oversee the implementation of all the school's policies and practices in this area, including Disability Inclusion;
• consider what reasonable adjustments are being made and could be made;
• make recommendations to the Head with a view to improving access to teaching and learning;
• consider the school's systems and procedures for making staff, parents and students aware of the policies;
• consider the school's Accessibility Plan; and
• review the Plan annually

Headteacher:

20.2 To oversee the implementation of the policy and Scheme;

20.3 To report progress as required to the Governing Body:

• the Head will report to the Governing Body on members of staff who have a disability, and the steps
• taken to ensure that they are not treated less favourably;
• the Head will report on staff training issues relevant to the scheme
• the Head will report to the Governing Body on relevant student activities and ensure that reasonable
• adjustments have been identified and implemented;
• the Head will ensure that the School's Accessibility Plan has been reviewed periodically and updated
• annually, or as necessary, and report progress to the Governing Body;
• the Head will ensure that regular liaison with parents of students with a disability takes place. Reports
• on these meetings and any correspondence with parents and students regarding their disabilities will be contained in the Head's reports to the Governing Body.

All staff:

20.4 All staff have a duty to ensure, as far as is practicable, adherence to the intentions and purpose of this scheme, and to bring any potential shortcomings or difficulties to the attention of a member of the Senior Leadership Team.

Monitoring, Inspection and Review

21.1The governors will ensure that the working of the Scheme and Accessibility Plan is monitored. The Head is required to report on progress at the termly Personnel Committee meeting.

21.2 The Governing Body will report to the local authority as required. The governors recognise that these duties are monitored by OFSTED for England through their inspection.

Aims Of The Drugs Education Course

2.1 To provide a clear programme of drugs education for Poltair students which will:

• promote an ethos which will enhance young people's sense of self worth;
• promote our student's skills in making decisions;
• enhance young people's social skills;
• present factual and balanced information about drugs, including legal issues, upon which students can base informed decisions;
• present information about the drug support services offered in Cornwall;
• seek to minimise risks and to deter students from taking potentially dangerous risks, by increasing understanding about implications and possible consequences of use and misuse;
• widen understanding about related health and social issues e.g., sex and sexuality, crime, HIV and AIDS;
• inform students that resisting drug taking is a positive option.

2.2 These aims are fulfilled through aspects of the students experiences in the taught curriculum, (particularly in PSHE and Science). Opportunities to re-inforce learning will occur in other parts of the teaching programme and in the informal curriculum. The school actively co-operates with other agencies such as Community Police, Social Services, LEA and Health and Drug Agencies to deliver its commitment to Drugs Education where relevant. Visitors to the school will be informed of the values held within this policy.

Objectives

3.1 We should deliver a programme of study which will enable students to:

• recognise personal responsibility for decisions about substance use;
• know the basic facts about drugs including their effects and relevant legislation;
• develop appropriate social skills for coping with situations in which drug use occurs;
• understand that Britain is a drug using society and recognise the different patterns of use and their effects, e.g., transmission of HIV infection through shared needles and the detrimental effect on the foetus of all types of drug use;
• recognise that individuals are responsible for choices they make about drug use;
• be able to analyse safe levels of intake e.g., tobacco use is never safe, limited use of alcohol may be;
• discuss the role of the media in influencing attitudes towards drugs, particularly smoking and alcohol;
• to be able to communicate effectively and confidently with those who administer medication.

Moral And Values Framework

4.1 Poltair School regards drug taking as a serious matter and will make this clear to parents and students.

4.2 Poltair recognises that society has double standards with regard to drugs and drug use. It will attempt to avoid perpetuating these double standards (as this may encourage some students to disregard the advice, information and actions of the school).

4.3 Poltair will educate its students, using non-judgmental approaches, to understand the psychological, social, physical and legal issues arising from substance use, to have the knowledge and skills to resist drug taking and/or to minimise the risk of potential use.

4.4 Self-awareness and self-esteem are part of this Drugs Education programme.

Staffing

5.1 The PSHE co-ordinator is responsible for the planning and delivery of this course. It should be taught by a team of teachers who wish to participate and have received training. The team may be supported by outside agencies. These visiting speakers will be used where it is clear they support the aims of the course and where their specialist input is of benefit to the pupils. Support is provided where appropriate by Special Educational Needs and Audiology.

List Of Drugs Which Poltair Is Concerned To Educate About

• Alcohol
• Amphetamines
• Anabolic Steriods
• Analgesics
• Barbiturates
• Cannabis
• Cocaine/Crack
• Ecstasy
• GHB
• Heroin
• LSD
• Magic Mushrooms
• Nicotine
• The Nitrates
• Solvents
• Tranquillisers

(Others may be added when considered appropriate).

Links With Other Subjects

6.1 The PSHE course is responsible for the delivery of the greater part of an individual pupils drugs education but it also occurs in other subject areas:

• Science
• Religious Education
• Physical Education

Promoting Gender Equality

2.1 The governors believe that the school has already taken positive steps to address gender inequality and barriers that prevent pupils from achieving and making the most of their opportunities and the school will continue to work towards a widespread recognition that the differences between boys' and girls' experiences, attitudes and achievements in school are understood so that policies and practices can break down these barriers.

2.2 The school will continue to make a co-ordinated effort to tackle inequality and ensure that all pupils are able to fully achieve their potential. Governors believe that the entire school population will benefit by action on gender equality as provided for in this Scheme so that this may act as a catalyst towards a society where all its members can make the best of their life chances.

2.3 The governing body is aware that the Every Child Matters framework seeks to ensure that every child is supported and enabled to achieve and this means having regard to their physical and mental well being, and providing children and young people with opportunities to make positive contributions to their local communities. The framework is structured around five outcomes:

• Be healthy
• Stay safe
• Enjoy and achieve
• Make a positive contribution
• Achieve economic well-being

2.4 All of these outcomes have significantly different dimensions for girls and for boys. The school will continually examine these differences so that it can deliver better on the outcomes and the school's gender equality objectives.

Gender Assessment Tools/Action Plan

3.1 It is the governing bodys' understanding that a 'Gender Impact Assessment' is a tool that will enables policy makers to identify any differential effect on women and men, girls and boys of existing policies and practices, and any possible differential effect of proposed policies and practices. It provides policy makers with a means of ensuring that policies and practices do not have unintended discriminatory impacts, and also enables policy makers to identify policies and practices that support the promotion of gender equality.

3.2 Whilst there is a considerable amount of detail to be taken into account in achieving continual improvement in gender equality in schools, the governing body believes that in broad terms the school's aims can be categorised under the main headings of procurement, curricular and extra curricular provision, and personnel/employment/pay policies - these are dealt with in greater detail in the following paragraphs.

3.3 As far as procurement is concerned, when the school procures goods and services from external suppliers it will take its gender duty into account. Specifically it will ask:

1. Could this procurement affect our duty to eliminate discrimination and harassment and promote equality of opportunity between girls and boys and men and women?
2. If so, do we need to include any gender equality requirements within the contract and if yes, what requirements are necessary?
3. The school will do its utmost to ensure that contract conditions will require contractors to comply with the SDA and EqPA and to secure similar compliance by any sub-contractors.

3.4 The school has a wide variety of policies that deal with curricular and extra curricular provision. Many of these policies have gender dimensions. Some examples of such school policies/practices are:

• Curriculum
• Uniform
• Bullying
• Every Child Matters objectives
• National Healthy School Status
• Admissions
• Discipline
• Sports
• Careers/work experience

3.5 The school reviews all such policies on a rolling programme basis and when these polices are reviewed, the reviews will incorporate a gender equality impact assessment of each individual policy, with the aim that there will be impact assessments on all such policies by not later than 3 years with effect from 30 April 2007.

3.6 The governing body will also take into account its gender equality responsibilities and aims when carrying out its responsibilities for setting targets for pupil achievement and making sure the curriculum is balanced and broadly based.

3.7 The school has a variety of personnel/employment/pay policies. The governing body believes that these policies (the great majority of which are based on model policies produced by Cornwall County Council) take into account various provisions of employment law, good practice, equal opportunity and gender equality principles.

3.8 As far as employment of staff is concerned, the governing body, as a matter of principle, recruits/appoints staff in a manner that it believes meets all legal requirements, i.e. all appointments are made in a totally gender equal and non-discriminatory manner, with the aim of recruiting and retaining the best possible staff.

3.9 The school reviews all such 'personnel' policies on a rolling programme basis and when these polices are reviewed, the reviews will incorporate a gender equality impact assessment of each individual policy, with the aim that there will be impact assessments on all such policies by not later than 3 years with effect from 30 April 2007.

3.10 The governing body understands that schools will need to report annually on the actions that they have taken or intend to take to meet the gender equality duty. These reports will not be lengthy documents - the legislation requires only a "summary report". These annual reports will give the governing body an opportunity to monitor progress towards gender equality objectives and to review the actions set out in the school's action plan to ensure that the Scheme continues to be the best way of meeting the school's gender equality objectives.

3.11 In preparing Action Plans the school will:

1. Gather and use information that is relevant to promoting gender equality and eliminating discrimination
2. Consult stakeholders in the preparation of its scheme (including setting the objectives)
3. Assess the impact or likely impact of existing and proposed policies and practices on gender equality

3.12 To meet legal requirements the school will review this gender equality scheme at least every three years and publish a revised scheme, i.e. the first review will be undertaken by not later than 30 April 2010. The review process will be an opportunity for the governors to evaluate progress made towards the achievement of their gender equality objectives and to decide, in consultation with stakeholders, on priorities for the next three years.

3.13 The school will give consideration to the possibility of embedding this scheme within another strategic document, such as the School Development Plan.

Aims

3.1 To create an achievement culture at Poltair School which celebrates both effort and achievement in a wide range of areas.

3.2 To identify pupils achieving at a level beyond their peers, and to make appropriate provision which stretches them in areas of strength and develops them in areas of relative weakness.

3.3 To identify pupils with the potential to perform at a level beyond their peers, and to make appropriate provision which stretches them in areas of strength and develops them in areas of relative weakness.

3.4 To develop schemes of work in all curriculum areas to ensure that we implement a wide variety of learning opportunities with differentiated activities, through extension within the curriculum and through enrichment/study support beyond it.

3.5 To support and make more effective the transition of more able children from primary schools.

3.6 To increase the number of pupils scoring Level 7+ at KS3 and 3+ GCSE's or equivalent at A*/A (as appropriate)

How We Define Gifted And Talented Pupils At Poltair

4.1 A 'gifted' pupil at Poltair School has the capability to excel in one or more of the academic subjects such English or History.

4.2 A 'talented' pupil at Poltair School is exceptional in areas requiring visio-spacial skills or practical skills, such as PE, Drama or Art.

Identification

5.1 Identification of Gifted and Talented pupils at Poltair School will be an on-going process aided by assessment (both formative and summative), and by provision.

5.2 We will identify our Gifted and Talented pupils by a variety means:

• Quantitative data - including CAT scores, SAT scores, results of in-class/teacher assessment, information from previous schools.
• Qualitative information - staff assessment and nomination, pupil, peer and parent/carer nomination, scrutiny of pupils' work.
• Rate of progress including value-added data and reference to prior attainment/achievement.

5.3 The identified cohort will reflect the school's social and economic composition, gender and ethnicity.

Provision

6.1 Each department has its own 'subject specific checklist' which states the characteristics and abilities of gifted and/or talented pupils in their curriculum area.

6.2 In addition each department will write its own policy on how it will provide for Gifted and Talented pupils.

6.3 At Poltair, we aim to provide effective provision in a variety of ways:

6.4 Within the Classroom

• varied and flexible pupil grouping
• withdrawal of very able children for higher level work within small groups
• enabling pupils to be involved in assessment for learning to evaluate their own work
• setting clear and challenging targets
• differentiated/extension activities which has challenging resources and higher order questions
• differentiated homework

6.5 Enrichment and Study Support

• a wide range of extra-curricular activities and challenges
• Opportunities for artistic, musical, dramatic and sporting development
• Enrichment opportunities within and beyond the core subjects
• Visits, experts, master-classes
• Competitions
• Summer Schools
• Appropriate pastoral care and counselling, including learning mentors

6.6 Acceleration

• Early entry into exams
• Providing pupils with faster pace learning by moving them out of their peer group with older pupils

Roles And Responsibilities

7.1 Governors

• Have a special responsibility for ensuring that all pupil needs are met and that no minority needs are overlooked.
• They set the strategy within which policy is shaped and ensure that its implementation is monitored and evaluated.

7.2 Head teacher and Senior Managers

• Will show commitment and support for gifted and talented learnersv
• Overall policy setting
• The depth and breadth of the curriculum
• Whole-school assessment and monitoring systems
• Leading/facilitating staff in their provision for the more able

7.3 Gifted and Talented Lead Teacher

• Monitoring and implementation of the agreed policy
• Audit, Plan and review the policy
• Compiling and maintaining an up-to date register of the more able
• Coordinating the provision for children on the register
• Developing expertise in this area
• Sharing expertise with other staff
• Supporting and monitoring curriculum planning which ensures differentiated provision
• Purchasing and organizing resources to facilitate the teaching and managing the budget

7.4 Section Heads

• To develop Departmental Policy, within the framework of the whole school policy, for inclusion in Departmental Handbooks and Schemes of Work
• To establish a standardised system and criteria for identifying more able pupils and ensure that they are adhered to by all members of the Department
• To liaise with YTM and GLT over the list of more able and ensure that they are kept informed of changes/amendments
• To monitor the achievement/attainment of more able pupils to check they are on target
• To ensure that Departmental Schemes of work and Lesson Plans show differentiation to cater for the varying levels of ability within each class and promote a variety of teaching and learning styles
• Collecting examples of exceptional work
• Monitoring the provision of the more able in their subject
• To allow departmental time to discuss new ideas, share materials, develop teaching strategies and extension activities and develop links with other curriculum areas

7.5 Year Team Managers

• To develop Pastoral Policy, within the framework of the whole-school policy.
• To liaise with Section Heads and GLT over the list of more able pupils and ensure that Tutors are kept informed of changes/amendments
• To monitor the achievement/attainment of more able students, in conjunction with Tutors to check that they are on target in all identified areas in the curriculum
• To liaise with parents, in conjunction with Tutors over any concerns about underachievement

7.6 Class Teacher

• Identifying more able in their class
• Setting appropriate targets for the more able in their class
• Ensuring appropriate provision through differentiated planning
• Using appropriate resources to challenge the more able
• Monitoring the performance of the more able

7.7 Parents and Carers

• Involve parents in discussions about homework, study support and provision

Monitoring And Evaluation

8.1 This policy and its effectiveness will be reviewed by the Head teacher, the Gifted and Talented Lead Teacher, Line Manager for Gifted and Talented and the Governing Body.

PSHE Aims

2.1 Provide knowledge about the biological, emotional and social aspects of human development and to foster the kind of understanding necessary for leading a healthy and responsible life.

2.2 Develop decision-making skills about behaviour and care about behaviour, which are essential to maintain physical and mental well-being in a changing society.

2.3 To help pupils feel responsible for their own behaviour and care about the effect of their behaviour on others.

2.4 To develop an understanding of inter-personal relationships and the skills to manage relationships with others.

2.5 To develop respect for individual rights and moral values.

2.6 To present balanced and factual information about a range of issues relating to our pupil's lives.

Main Components Of PSHE

3.1 Health education

3.2 Sex and relationships education

3.3 Drugs education

3.4 Environmental education

3.5 Citizenship

Health Education

4.1 The PSHE course is responsible for the delivery of a substantive amount of the School's health education, but this also occurs in other subject areas such as technology, physical education and science. Pupils are encouraged to think about, and take responsibility for, issues relating to their own mental and physical health.

4.2 Sex and Relationships Education and Drugs Education form a considerable part of the Health Education Programme and staff teaching these areas must be well informed of the issues inherent in the delivery of such sensitive areas.

Sex Education

5.1 The Sex Education Policy carefully details the thinking behind the delivery of this curriculum area. It must be remembered however, that there is a wide range of experience and knowledge of this particular subject among our pupils.

5.2 It is naive to believe that under 16 year olds are not sexually active, but perhaps a greater mistake to assume that the majority are. Despite apparent streetwise attitudes and knowledge of vocabulary there is a lack of in-depth understanding.

5.3 The Scheme of Work is a guide for the PSHE teacher, and following it will help to ensure consistency. Where the teacher feels that a particular group should proceed more quickly through this in order to be teaching at a more appropriate level, this is perfectly acceptable, providing that the lesson content suggested fits the policy, and that a record is kept of this.

5.4 The PSHE co-ordinator should take responsibility for the distribution of letters to parents regarding their right to withdrawal of their children from Sex Education lessons. Where a parent exercises this right the PSHE Co-ordinator will contact the parents to ascertain their reasons. This letter will also be sent to parents of new pupils in any year, and the procedure above followed.

Drugs Education

6.1 The PSHE team is responsible for the delivery of the Drugs Education Programme. The content, values and attitudes implicit in the course are clearly stated in the Drugs Education Policy and Scheme of Work. These have been reviewed and revised with the help of representatives of the Health Promotion team and Freshfield and are regularly revised and updated.

Substance Incidents Policy

7.1This is the responsibility of the governing body and outlines the school's attitude towards substance use. It can be usefully used to raise student awareness of issues relating to substance misuse in school.

Environmental Understanding

8.1 The environment unit forms part of the Year 8 PSHE programme. It covers care of the environment and its resources, with particular emphasis on pollution, litter, vandalism and conservation. Pupils are encouraged to think about and recognise threats to the environment, and what they as individuals can do to promote and encourage conservation. The course aims to develop pupil's ability to think for themselves and to give careful consideration to their own point of view as well as that of society at large.

Citizenship

9.1 In Poltair, Citizenship is delivered through all subjects with a substantial part of this being covered in PSHE. PSHE teachers deliver an introductory unit in year 7 and PSHE lessons will be used for assessment during Key Stage 3.

Skills

10.1While following a programme of study which focuses on content it must be remembered that the skills we hope to encourage are equally important and must be considered in the planning of all lessons.

Methodology

11.1 A wide variety of teaching methods should be used with each group and it is the responsibility of each PSHE teacher to decide which methods are most appropriate for an individual lesson.

Teaching And Learning

12.1 All lessons should follow the appropriate Scheme of Work and should be structured to meet the needs of the class. Lessons should be challenging and stimulating.

12.2Differentiation is the responsibility of the class teacher, but Co-ordinators are able to support, where necessary, colleagues seeking support with lesson content, teaching materials and activities set.

12.3 Pupils use a PSHE book to work on assignments, evaluate learning, and to record personal information and feelings should they so wish. Pupils must be made aware that this is not assessed work and they should be open and honest in their work.

Assessment

14.1 A prescribed programme of assessment is to be introduced which will include both formal assessments and self-assessment. It is hoped that a combination of both methods will allow us to accurately evaluate the acquisition of both knowledge and skills. For each area of work followed in each year an assessment is provided. The formal tests are to be marked and results recorded and all assessments are to be retained by the teacher. Should the assessments indicate a need for remedial action, this should be undertaken by the class teacher at the earliest possible opportunity and the co-ordinator should be informed.

14.2 Formal marking of each piece of work is not in keeping with the ethos of PSHE.

Evaluation

15.1 When possible, meetings of the PSHE team or year group teams provide opportunities to reflect on teaching and content, and to share feedback from students.

15.2 Tutors are informed of the content of the PSHE programme in order that they can lead discussion relating to PSHE when appropriate. Any feedback is noted and passed on to the Co-ordinator. This may lead to a year team-based response led by the YTM, or to a response from the PSHE team.

15.3 Opportunity is given to the students to respond freely on PSHE issues. The PSHE team will invite responses from students at end of year lessons by leading a structured discussion which invites criticism about the content, delivery, teaching style, resources etc of the work undertaken in that year. Again feedback is recorded and discussed at the end of year review meeting, with a view to informing and developing the current course. Policies relating to PSHE will also be reviewed here, and students' marks collated. The formalised monitoring of the progression of students is not currently expected within PSHE.

Monitoring

16.1 The PSHE Co-ordinator checks the PSHE team's planners on a regular basis. Where possible the PSHE team will participate in classroom observation to share good practice, and to monitor work in the classroom. Lesson visits are common.

16.2 One to one meetings are frequently held between the Co-ordinator and another member of the PSHE team. These may have a staff development, planning or monitoring role.

Reporting

17.1 Informal reporting e.g. in response to a comment made by a pupil, is of enormous benefit to individuals, and is a useful tool in the building of self-awareness. Formalised reporting of individual pupils is not undertaken, but statements outlining the nature of the course are included in pupil reports, and the Record of Achievement.

Visiting Speakers

18.1 Visiting speakers are invited in to PSHE lessons where it is clear that they support the aims of the course, and where specialist input in clearly of benefit to our pupils. Speakers can include Community Liaison Officer, members of the Selwood House psychiatric nursing team, Share (Cornwall youth advisory and counselling service), Brook Advisory Service.

Communication With Speakers

19.1 Parents of Y7 pupils receive a letter in the Autumn term that explains their right to withdraw their child from the non-National Curriculum areas of Sex Education, and the willingness of the school to work with parents to deliver an appropriate Sex Education Programme.

19.2 Occasional evenings have also been arranged at Poltair to promote partnership between parents and the school by discussing aspects of the PSHE curriculum, in particular the role of the school in delivering Sex and Drugs Education.

Resources

20.1 A wide range of texts, videos and other resources are available for use with specified year groups, to support the programme of study. A comprehensive resource guide is currently being developed. All resources are stored in the PSHE office in the west block and should be returned as soon as possible after use.

Use Of ICT

21.1 There is a wide range of useful web sites that compliment the work covered in PSHE lessons. Individual or group work by pupils can be completed using word processing or publishing facilities.

Staff Development

22.1 Ongoing staff development and training is important in a dynamic subject like PSHE where current thinking and knowledge is constantly changing. We seek to promote staff development also by the sharing of good practice among colleagues and formally timetabled meetings would help to facilitate this process.

Appraisal

23.1 Appraisal is carried out through faculties by line-management. PSHE is recognised as an additional responsibility of faculty members by faculty heads, and should be appraised as such. Where targets for PSHE have been identified as a result of appraisal they may be forwarded to the PSHE Co-ordinator who will support colleagues with such targets.

SEN

24.1 The co-ordinator of PSHE is the SEN representative.

Homework

25.1 This is not normally set in PSHE lessons, however, tasks may be occasionally set for completion at home.

Use Of Teaching Assistants

26.1Teaching Assistants are deployed as teaching staff consider appropriate. Clear instructions are essential if such support is to be maximised. Many pupils, and particularly those with SEN support, may find discussion based lessons intimidating, or may find difficulties in showing sufficient self-discipline. Additional staff who know the students well are invaluable, will benefit from clear instruction, and ideally should be part of the lesson planning process.

Staff Absense

27.1 The school should be informed at the earliest possible opportunity in accordance with procedures laid down in the Staff Handbook. Additionally, lesson plans should be communicated to the Co-ordinator of PSHE. It may, because of the nature of the lesson content, be unrealistic to expect cover staff to deliver some PSHE lesson content, and it is essential that PSHE team colleagues have alternative lesson materials available for use in emergency. A bank of suitable work is being compiled.

Statement Concerning Racism

2.1 Racism is defined by Poltair School as: "attitudes and actions directed against a person by virtue of the fact of their colour, culture and/or ethnicity in such way as to hurt another or to engage in stereotyping."

2.2 A racial incident is any incident regarded as such by the victim or anyone else. Under recent legislation it is no longer appropriate for such allegations to be dismissed because the incident is judged by the school not to be racially motivated.

2.3 The school believes that racism is wrong and it will not tolerate racist attitudes among its staff, pupils or those who visit the school. Staff, when they encounter it or when it is brought to their attention, will always challenge racist attitudes and behaviour. The school will not tolerate racist taunting or bullying and in certain cases will contact the police, especially if parents are involved.

Statement About Positive Multi-Cultural And Anti-Racist Education

3.1 The school, through its basic curriculum, seeks to recognise the multi-cultural nature of Britain in the 21st Century. The school regards a multi-cultural society as a positive feature of modern Britain, one that celebrates a rich cultural diversity. As part of the specific PSHE and National Curriculum Citizenship entitlement for all pupils there will be work focusing on living in a multi-cultural society and the need to combat racist attitudes and discrimination.

Combating Racism

4.1 The school's Behaviour Management Policy and Anti-bullying Strategy implicitly cover racism and racist attitudes.

4.2 Class tutors will monitor minority ethnic pupils with any incidents being reported to the school's senior management immediately for appropriate action. Where it can be established that an incident had a racist element the school will ensure that it lets all concerned know that it will not tolerate racism and that it will act in accordance with its behaviour management policy.

4.3 In addition, all cases will result in the completion of a diversity discrimination reporting form and send it to the Customer Care Assistant, Room 428, Room 441, Education Department, County Hall, Truro, TR1 3AY.

Monitoring Minority Ethnic Pupils' Achievement

5.1 The school has a small number of diverse minority ethnic pupils and recognises that the group is statistically too small to make judgements about their attainment as a whole. Therefore, the school will track individual minority ethnic pupils using SATs data from KS2 and KS3 assessments to measure progress against that expected for all pupils in the school up to the end of KS3 and information about progress and attainment in GCSE and other accredited courses at KS4. Where concerns about the progress of minority ethnic pupils arise the school will seek the most appropriate intervention in consultation with parents.

5.2 Teachers will be alert to early signs of disaffection or a drop in attainment or progress. When this happens the senior management team will be alerted and an intervention will put in place to ensure that progress is resumed and attainment is at the level expected.

5.3 The school will assess all minority ethnic pupils for their proficiency in English. Where support is needed the school will contact the office of the Inspector for Special Education to seek the appropriate assistance and support.

5.4 The Headteacher will report to the Governing Body on the attainment of minority ethnic pupils putting it into the context of the needs of the individual pupils concerned at least on an annual basis.

Working With Parents

6.1 The school will take positive measures to support the parents of ethnic minority pupils.

• If the behaviour of a minority ethnic pupil changes significantly then the parents will be contacted. The personal tutor will seek to establish if the behaviour change is a result of racism, either in school or in the wider community. If there is evidence that there is racism that is effecting a behaviour change the school will act accordingly as set out in the policy above. Parents will be notified of any action taken by the school.
• Where there is a language barrier for the parents the school will contact the office of the Inspector for Special Education to solicit support.

Exclusions

8.1 Where the behaviour of minority ethnic pupils becomes problematic and may lead to exclusion the following steps will be taken:

• Parents will be invited to the school to discuss the issues and a strategy for inclusion will be produced.
• The Education Welfare Officer will be involved and will be asked advice on issues relating to the ethnic and cultural needs of the particular pupil and how that might impact on behaviour and behaviour management.
• It may be necessary to involve a member of the Child and Adolescent Mental Health Services Team at an early stage to support inclusion. The school will contact the appropriate Educational Psychologist for support as deemed necessary by the Headteacher.

Minority Ethnic Teachers

9.1 The school welcomes applications from all qualified teachers irrespective of race, ethnicity, gender or sexuality for posts advertised by the governors. When teachers from ethnic minorities are appointed they will have the opportunity for minority ethnic mentoring. The Headteacher will seek the details of mentoring available in County as and when necessary by contacting the Education Partnership Manager, Education Department, County Hall, who has responsibility for diversity issues.

9.2 The Headteacher will speak to minority ethnic teachers about the issue of race as part of an annual review.

9.3 Minority ethnic teachers have the right to access the additional support mechanisms provided by Cornwall County Council (CCC) as employers and the school will provide a copy of the County Council's Combating Racism/Race Equality Policy as part of their induction as a teacher. CCC provides a confidential service through the Education Personnel Department for minority ethnic teachers who are experiencing difficulties as a result of racism and racial discrimination.

Reporting, Monitoring And Evaluation

10.1 The Headteacher will monitor the effectiveness of the policy on an annual basis. This will be done in the following ways:

• Monitoring the number of incidents with a racial element
• Monitoring the effect of any PSHE or NC Citizenship module which has had a focus on combating racism
• Talking with the parents of minority ethnic pupils to ensure they are happy with the workings of the school's policy
• Talking with minority ethnic pupils to ask them how they feel the policy is working
• Talking with minority ethnic members of staff on the workings of the policy

10.2 A report to the governors will be made annually on the effectiveness of the policy and amendments made where necessary. All policy changes will be communicated to parents.

10.3 All racially motivated incidents will be recorded and reported to the LA as they occur on Form DIV-1.

Policy Review

11.1 This policy will be reviewed every two years. The Governing Body will undertake the policy review as it recognises that it is its statutory responsibility and not that of the Headteacher or staff to do so

1.2 To deliver a developmental programme which will:

1. provide knowledge and understanding of the physical aspects of sexual behaviour and human reproduction in a 'matter of fact' and unambiguous manner;
2. let students know what is and what is not legal;
3. make young people aware of the sources of information and help that are available to them;
4. assist young people to understand the range of sexual attitudes and behaviours in society and consider their own attitudes, rights, relationships and moral values in an atmosphere in which they can ask questions and discuss sexual matters without embarrassment;
5. develop young people's understanding of their sexual identity and increase their awareness of the existence of stereotyped gender roles;
6. help students understand their own emotional and physical development;
7. help students to be aware of the consequences of their actions.
8. provide information and present role models which will help students form a moral framework within which to make sensible, responsible and informed decisions;
9. help students to develop the self-confidence and communication skills to make loving and caring relationships;
10. stress the value of family life and the importance of the responsibilities of parenthood;
11. to promote sexual health by including education about HIV/AIDS and other sexually transmitted diseases.

Moral And Values Framework

3.1 Poltair students will be taught Sex Education within a framework which encourages the following values:

• a respect for self
• a respect for others
• non-exploitation in sexual relationships
• commitment and trust within sexual relationships
• mutuality in sexual relationships
• honesty with self and others
• a development of critical self awareness for themselves and others
• an exploration of the rights, duties, and responsibilities involved in sexual relationships
• compassion, forgiveness, mercy and care when people do not conform to their way of life
• an acknowledgement and understanding of diversity, regarding religion, culture and sexual orientation

Organisation Of Sex Education

4.1.Sex Education is integrated into a Personal, Social Education Programme delivered throughout the school as part of a Lifeskills Programme, and is taught in Science lessons as part of the National Curriculum - Human Reproduction.

4.2 It is taught by a small team of teachers supported by the Cornwall and Isles of Scilly Health Promotion Team, and other outside agencies, appropriately experienced and qualified, and familiar with this policy.

4.3The Lifeskills Programme is delivered to all years in a one hour period. Additionally some aspects will be discussed in the RE programme in Years 10 and 11, and some aspects form part of Double Certificate Science, Child Development and RE GCSE syllabi.

4.4 A range of appropriate teaching styles are used in the delivery of the Programme, these will vary according to the subject matter, to the individual teacher's approach and to the composition of the class. All classes are composed of mixed-sex groups.

4.5 All students including those with a physical disability, have equal access to our Sex Education Programme. Where possible a SEN teacher is time-tabled to support the delivery of Sex Education to students with Special Educational Needs.

4.6 Sex Education is organised by the Co-ordinator of the Personal and Social Education Programme, who leads a small team of committed and trained staff. Further training takes place when appropriate courses are available, and all staff involved recognise the importance of being up-to-date and well informed at all times.

4.7 Staff teaching Sex Education will ensure that the teaching of the Sex Education Programme and matters to do with it will be sensitively handled, and presented in a balanced way, carefully acknowledging the major ethical, social and spiritual issues involved.

4.8 Care will be taken not to embarrass those pupils whose parents may not be married, or who may come from single parent families, by not too overt an emphasis on marriage, although this will be taken as the norm.

4.9 Resources are carefully selected by the PSE Co-ordinator and approved by the Governors. They are chosen to ensure that written and visual materials are accurate and appropriate to the Programme and to the age and understanding of the students. A variety of books, videos, leaflets, questionnaires and specific packages, recommended by the Health Promotion Team and the County Adviser, are used.

4.10 To facilitate an effective developmental curriculum in Sex Education Poltair Community School wishes to liaise with its associated Primary "feeder" schools.

The Role Of Parents

5.1 It is intended that the Sex Education offered by Poltair should be complementary and supportive to the role of parents. We would like to work with parents to produce the most appropriate programme for our pupils. We therefore welcome enquiries from, and the views of parents concerning the content and presentation of the Sex Education Programme, and we hope that if parents have contributions to make, they will do so without hesitation. They should contact the PSE Co-ordinator at the school.

5.2 Parents will be made aware of this policy by its inclusion in the School Prospectus, by reference to its availability on request in appropriate issues of the School Newsletter and by letters to parents. Additionally Health and Sex Education issues may appear on the agenda of Poltair Community School Association (PCSA) meetings.

5.3 Parents have the right to withdraw their children from Sex Education, and Governors will accept requests to withdraw students from all parts of the Sex Education Programme which are not prescribed by National Curriculum Programmes of Study. Parents of students new to the school will be informed of this right by letter, and appropriate alternative arrangements will be made for students withdrawn from the Sex Education Programme.

Specific Issues

6.1 Contraceptive Advice and Confidentiality - Specific individualised contraceptive advice to those under 16 will not be given although pupils will receive education about types of contraception, and where and from whom they can receive confidential advice and treatment. Staff approached individually by students on sexual matters will use their professional judgement whether or not to act as confidante, and/or offer information and advice. In every case the PSE Co-ordinator will be informed and every effort made not to encroach on the proper exercise of parental rights and responsibilities. While no teacher at Poltair can give an assurance of total confidentiality, the needs of the student are taken into account when a pupil confides in a member of staff. If in doubt the Head will be consulted.

6.2 Sexuality - Some issues e.g. sexuality will inevitably arise in a well-balanced and open Sex Education Programme. Any such discussion will take place at the level of need, maturity and understanding of the students in an open and constructive manner.

6.3 Relationships - All relationship work with pupils is valuable in helping them develop and understand their attitudes, and to form stable, caring and committed relationships. For most people this reaches its fulfilment in marriage. For others co-habitation, gay/lesbian relationships, and celibacy are examples of alternative lifestyles.

6.4 Sexual Abuse - Where it is suspected that a student has been or is being sexually abused the school is obliged to act in accordance with recent legislation, (the Children's' Act 1994) reporting such suspicions to the designated person in school, who will liaise in accordance with Inter Agency Child Protection Group procedures.

6.5 HIV/AIDS - Should any members of the Poltair community be infected or affected by HIV/AIDS, procedures for their support and the well-being of others will be implemented in accordance with the advice given in "HIV/AIDS Guidelines for Cornish Schools" (1987).