Our key policies are detailed below. A complete list can be obtained by contacting the school office
Preventing and tackling bullying - Section 89 of the Education and Inspections Act 2006
We have a “Cool Down” behaviour policy which encourages children to develop self discipline by taking increasing responsibility for their own actions. We use every day incidents to promote and extend each child’s responsibility towards other people and property. Our Social and Emotional programmes within the PSHE curriculum also support the behaviour policy. One class in each Key Stage is also awarded a “Cool Down” Polar Bear weekly. This award recognises positive attitudes to behaviour by classes throughout the week. Courtesy and politeness are expected at all times. When the need arises children are reminded of their responsibilities and issues are discussed. Children are ‘talked through’ acceptable solutions to their problems.
The School is committed to its Anti Bullying policy and actively teaches strategies to counter bullying. Fortunately bullying is very rare at St George’s and is to be distinguished from playtime upsets and frustrations. Most children play beautifully and love their playtimes. If bullying is identified or a child shares a specific concern, the Head teacher and Deputy will actively work to prevent the child from being further upset and will remove any other child/children involved as necessary, either from the playground, classroom or the School. There will then be specific work done to support the victim and prevent further bullying. No child should be bullied and our Anti Bullying week in November reinforces this point in a series of talks and activities so all children understand how they can feel happy and safe in School.
Our policy is to endeavour to resolve complaints as swiftly and proactively as possible in the best interests of your child. This usually occurs by speaking with, or arranging an appointment with your child’s classteacher to share your concerns. If the matter cannot be resolved with the classteacher, the following process takes place:
STAGE 1 : Discuss the complaint with the Head Teacher
If you are still dissatisfied
STAGE 2 : Formal referral, in writing to the Governors
Parents/carers should discuss the matter with the Governor responsible for curriculum, special educational needs and/or the Chair of the Governing Body. If concerns continue the Governing Body may call on the Complaints Committee to meet to address these concerns.
If the school’s complaints procedure does not resolve a concern, parents should:
STAGE 3 : Formal referral in writing to the School Liaison Office at Central Bedfordshire Council, Priory House, Monks Walk, Chicksands, Shefford, SG17 5TQ
We hope that the partnership built up between us will enable us to resolve worries and problems at a very early stage. Please come and tell us of your concerns as early as possible and we will work together with you to put strategies in place to support your child.
Charging and Remissions - Section 457 of Education Act 1996
The School seeks to provide its pupils with a full range of first hand experiences. From time to time therefore parents/carers will be asked to make voluntary contributions to the cost of these activities. However, no child will be excluded on the basis of failing to contribute. We ask parents/carers to make voluntary contributions towards the cost of: swimming lessons, the annual School trip and any class activity days or special event days. The PTA subsidise School swimming coaches, the cost of travel on one annual School trip per class and one history visit or technology activity day per class. If families find it particularly difficult to access any of the clubs they can apply to school with regard to subsidising it.
SEN and Disability - Section 317(5) (a) of the Education Act 1996 - implementation of the governing body’s policy for pupils with special educational needs.
The School recognises that the The National Curriculum alongside the EYFS (2012) Curriculum is a statutory requirement for all children in maintained schools that set the areas and content of learning in each key stage. It is the philosophy of our school to implement this by providing a secure and caring environment for children according to their needs and abilities. We believe that all pupils who may have special educational needs throughout, or at any time during their school careers, are entitled to extra support targeted to their particular requirements. Our aim is to foster a love and excitement for learning and equip children with skills to live a happy and successful life and contribute positively to the wider community.
It is the policy of the School to provide a broad and balanced curriculum for all children. The National Curriculum is our starting point for planning that meets the specific needs of individuals and groups of children. When planning, teachers set suitable learning challenges and respond to children’s diverse learning needs. A minority of children have particular learning and assessment requirements that could create barriers to learning.
These requirements are likely to arise as a consequence of a child having special educational needs. Teachers take account of these requirements and make the provision, where necessary, to support individuals or groups of children and thus enable them to participate effectively in curriculum and assessment activities.
Children may have special educational needs either throughout, or at any time during their school career. This policy ensures that the curriculum planning and assessment for children with special education needs takes account of the type and extent of difficulty experienced by the child.
Every child with SEN and disability in this inclusive school has an entitlement to fulfill his/her optimum potential. This is achieved by ensuring the well being of all pupils in relation to being healthy staying safe, enjoying and achieving, making a positive contribution and achieving social and economic well-being These have been identified aims from previous guidance. Every child matters (2004).
Definition of Special Education Needs
Children have special educational need if they have a learning difficulty which calls for special educational provision to be made for them.
Children have a learning difficulty if they:
a) Have a significantly greater difficulty in learning than the majority of children of the same age; or
b) Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.
c) Are under compulsory school age and fall within the definition at a) or b) above or would so if special educational provision was not made for them
The role of the Governing Body
The Governing body does its best to secure the necessary provision for any pupil identified as having special educational needs. The governors ensure that all teachers are aware of the importance of providing for these children. They consult with the LEA and other schools, when appropriate and report annually to parents on the success of the schools policy for children with special educational needs.
The Governing body has decided that children with special educational needs will be admitted to the school and include in line with the schools agreed admissions policy.
As this is a summary, a full copy of the policy detailing educational inclusion, access to the curriculum, parent partnerships; and how resources are allocated and monitored is available by request from the school office.
In the case of sickness or non-anticipatory absence, parents/guardians should telephone the school within the first hour of the school day (from 8.00 a.m. onward ). May we encourage parents to make this routine phone call when there is any absence.
A letter explaining the reason for absence should be sent to the child’s form teacher on return to school.
Parents/Guardians who wish to withdraw pupils during term time must submit a ‘Leave of Absence’ form which can be obtained from the school office or downloaded from the Forms page. The ‘Leave of Absence’ form should be completed and returned to the school office for authorisation.
Please note that e-mailed requests will not be actioned
Any request for leave must be made in advance. Holidays cannot be authorised retrospectively.
Requests totaling more than 10 days in any academic year will not normally be authorised. Any extra days taken will count as “unauthorised holiday absence”. This leave of absence relates to an annual holiday (singular) and not a cumulative entitlement. Leave of absence will not normally be authorised for more than one family holiday in one year.
The school will strongly discourage leave during the SATs/QCA assessments periods in Years 2, 3 and 4. This will cover the Easter to May half term.
How we celebrate our British culture and values in school.
Our school is a happy, busy place with children and staff who have a range of faiths, represent a range of cultures and who speak a range of languages. We value the diverse ethnic backgrounds of all in our school community and undertake a variety of events and lessons to celebrate this. We have found this approach to be enriching for all parties as it teaches tolerance and respect for the differences in our community and the wider world. Each individual person is valued and respected and our aim to “Light in spark in every child” represents our wish for all children to excel and be recognised in their own right.
Toddington St George CE School has clear values based on our Church of England trust deed and these underpin our ethos, our mission statement and our behaviour policy. Our Governors, staff and parents believe that our school values include key values of British society such as tolerance, freedom, justice, liberty and community/collective responsibility. (See Values 3 year cycle).
Children love to experience events that we celebrate from a range of faiths, cultures and languages, but also love the uniquely British events we enjoy each year. Many of the activities are linked to our role in the village community and in our support of village events/village community groups.
British culture, values and identity are woven into our school life and our curriculum in addition as we celebrate the church year we include many events, service and festivals that are embedded within British culture.
Obviously dates of some religious festivals change and that determines when some events are held but the table below represents many of the annual events in school in which British culture, values and identity are enjoyed and learnt from.