Sample Learning Mentor policy
|
|
- Mavis Hensley
- 7 years ago
- Views:
Transcription
1 Background Excellence in Cities (EiC) was launched in September 1999 as an initiative to address underachievement in schools located in the inner city areas of England. ABCDEFGHIJKLMNOPQRSTUVWXYZ The DfES defi ned the four core beliefs of EiC as: high expectations of all students diversity of provision for all students networks of schools working collaboratively extending opportunity to students. The Learning Mentor strand of EiC was introduced primarily to support schools in raising standards specifi cally, in raising students attainment, improving attendance and reducing permanent and fi xed-term exclusions. Objectives The role of the Learning Mentor is to help individual students overcome barriers to learning, both within and outside school. Their role is to support those students who are at risk of underachieving or disengaging from learning for a variety of reasons. An important role of the Learning Mentor is to assess why students are experiencing barriers to learning and to work with those students to support them to address any problems and achieve their full potential. The DfES stated that Learning Mentors will: provide help to those who need it most, especially those suffering from multiple disadvantages raise standards and reduce truancy and exclusion helping schools make accelerated progress towards achieving local attainment, truancy, exclusion and other relevant targets provide a complementary service to existing school staff, and to others providing services outside school, to help students to access the help that they need. Role The role of the Learning Mentor is an evolving one and they work in various ways to support students. As school-based professionals, they support a diverse group of students experiencing diffi culty in some area of their school life. Their focus is on how to develop the child as a learner, improving engagement in learning, particularly for underachieving groups. 1
2 They practise skills that can help students to become independent, confi dent learners, able to relate positively to others as well as working to improve attitudes, behaviour, attendance, punctuality and attainment. They work closely with school staff, families and external agencies to improve communication in order to provide a more cohesive approach to the individual student. Limitations of the role It is important to recognise that there are limitations to the role and that other forms of support might be more appropriate for the child. A Learning Mentor is not: a teacher or supply cover a counsellor a teaching assistant a social worker a babysitter a corridor monitor a form of punishment. Activities There is no template for mentoring, so variations will inevitably exist between individual mentors and schools. The role is designed to be fl exible, enabling Learning Mentors to be creative in their approach, using a variety of techniques to cater to the needs of each individual student. Their work will involve a combination of the following: One-to-one mentoring Group work Lunchtime clubs/after-school activities Observing students in class Drop-in sessions Home visits Working with families Working with external agencies. Working with families The work of the Learning Mentor encourages a high level of parental involvement and cooperation. Parents/carers should be informed if their child is referred to a Learning Mentor. They should be invited to meet with the Learning Mentor to discuss the needs of their child, and any concerns they may have. The importance of the role of the Learning Mentor should be reinforced and the aims of the Learning Mentor programme fully explained. 2
3 The Learning Mentor should maintain regular contact with parents/carers, giving them an opportunity to contribute as necessary to the mentoring process. Positive contact can occur through: personal meetings/visits telephone calls letters notes in a homework diary/book. Working with external agencies Learning Mentors need to be aware of their limitations when working with students, and should recognise when it is necessary to request specialist help from an outside agency. Multi-agency approaches require careful coordination. Referrals will need to be in line with the school s procedures for dealing with outside agencies. It is important for Learning Mentors to understand and support the procedures within their own school. Referrals Referral procedures vary from school to school, and it is important that procedures are followed, to ensure that Learning Mentors do not fi nd themselves with unsuitable referrals. There should be clear entry and exit criteria agreed at the outset. Interventions need to be carefully planned and should incorporate plans to review progress and develop an exit programme/strategy. Learning Mentors will support a variety of students with a range of issues including: Underachieving Low self-esteem/confi dence Disaffected with school Patterns of non-attendance/truancy Poor peer/staff relations Falling behind with work Poor organisation/study skills Emotional problems Falling motivation Challenging behaviour Transition diffi culties Risk of exclusion Diffi culties at home. 3
4 Caseload management Caseloads vary between schools and mentors, but the recommended caseload for Learning Mentors is ten to 15 students at any one time. Caseloads should be balanced between students who require short-term, relatively simple interventions, and others needing much more intensive and time-consuming intervention. Timetables need fl exibility to support the complex nature of the role, allowing Learning Mentors to perform a wide range of duties as well as give quality time to students. It is good practice for Learning Mentors to have time to refl ect and prepare for sessions as well as review their caseload in terms of their own levels of competence. Regular activities will include: one-to-one mentoring sessions group work drop-in sessions observing students in class meetings with the line manager parental contact/home visits meetings (internal/external) administration/record-keeping networking opportunities professional development. Record-keeping A well-structured system of record-keeping is vital to the success of any mentoring programme, as it allows the team, the school and the Learning Mentor strand coordinator to monitor and evaluate the effectiveness of the mentoring provision. It is important that all members of the mentoring team keep regular and accurate records, in line with school expectations. Learning Mentors are required to keep an up-to-date register of target students and groups, gather information on students, make observations, devise plans, keep notes on reviews and monitor student progress against set mentoring targets. Child protection It is essential that Learning Mentors are informed of the school s child protection policy and procedures. Learning Mentors should also be made aware of the named person responsible for child protection, in order to discuss any issues or concerns with this person. 4
5 Confi dentiality Learning Mentors handle sensitive information from students, school, home and other agencies, so issues of confi dentiality need to be addressed from the outset. Students must be made aware at the beginning of the relationship that the Learning Mentor may need to take concerns and disclosures to the designated child protection offi cer. Learning Mentors cannot promise absolute confi dentiality and need to remember that they work within the guidelines/boundaries of their organisation (school), which requires information sharing on numerous levels. Learning Mentors are always advised to consult the school child protection offi cer if unsure about the level of seriousness of a disclosure, and follow their instructions carefully. It is considered good practice for the mentoring team to have a confi dentiality policy prominently displayed in the mentoring offi ce, and to make all new mentees aware of the policy in the fi rst meeting. Learning Mentors working alone When carrying out private one-to-one sessions, Learning Mentors should have immediate communications available with other school staff, particularly if working in remote parts of the building. Meeting rooms should have visual access in addition to providing privacy of conversation. They should be in an area likely to be frequented by other people and there should be easy access to the exit allowing a student freedom to leave if they wish. Learning Mentors should inform the offi ce of any known visitors. Equally, offi ce staff should check with mentors about unscheduled visitors. Home visits On occasions where it is necessary for Learning Mentors to make a home visit, school procedures should be closely followed. Planning for visits is good practice as a part of assessing any potential risk. Wherever possible, visits by Learning Mentors should be made with a colleague (particularly fi r st visits). Learning Mentors should inform staff at school of their plans to make a home visit, giving details of where they are going and whom they are visiting, with an estimated time of return. The use of mobile phones should be considered. At any sign of potential danger or feeling of discomfort, the Learning Mentors should leave the home immediately. Keeping formal records of visits is essential, recording the reason for the visit, issues discussed, agreements reached and any concerns raised. Any incidents should be reported to the line manager or headteacher immediately. 5
6 Educational visits Extra care must be taken when organising events and activities for students that take place away from school safety is paramount. Learning Mentors should consult their line manager and the educational visits coordinator before organising an activity outside school and a risk assessment should be conducted. No visit or activity should take place without the approval of the school. Learning Mentors should comply with the conditions of the school s policy and be aware of local authority guidelines. Written parental permission must be obtained for every student involved. Role of the Learning Mentor strand coordinator The Learning Mentor strand coordinator is responsible for overseeing and managing the Learning Mentor strand of EiC, on behalf of the EiC Partnership Board and the local authority. The role includes support and advice to schools on the development and implementation of their Learning Mentor programme, with the aim of establishing consistency amongst schools, as and when appropriate. Support networks for Learning Mentors will be set up to foster sharing of good practice, and Learning Mentors will also have access to induction, training and support. The Learning Mentor strand coordinator will also monitor and evaluate the effectiveness and impact of the Learning Mentor strand. Role of the Learning Mentor line manager Line managers are key to the integration and success of Mentors within school. The Learning Mentor line manager will be given responsibility for the direct line management of the Learning Mentor team in their school, providing support and guidance and helping to ensure that the strand is integrated into whole school plans and policies for inclusion and improvement. They will ensure that new Learning Mentors have a planned school-based induction, explaining relevant school policies (child protection/behaviour/health and safety) and introducing key personnel. Regular scheduled meetings should be held to support the Mentors and discuss progress and barriers to their success. Line managers should monitor and provide ongoing advice to Learning Mentors about good practice within their school setting. Gate-keeping (ie monitoring appropriate referrals) of caseloads is also an important function and reduces the likelihood of Mentors becoming overwhelmed or having inappropriate referrals made. Ensuring that there are procedures for the following is also a key aspect of the role: evaluating and assessing the impact and added value of the Learning Mentor programme considering access to professional development and annual performance reviews. It is more effective if managers are allocated time to fulfi l these duties. 6
7 Evaluation of the strand Monitoring and evaluation is key at all levels. Learning Mentors are required to submit quantitative and qualitative data for every mentee on a termly basis to the Learning Mentor strand coordinator for local evaluation. Collected data will enable the EiC Partnership Board to assess current practice to determine effectiveness. The Learning Mentor team, in conjunction with senior managers, will also undertake an annual assessment using the DfES Audit Instrument for Learning Mentors to identify strengths and weakness on the implementation and development of the Learning Mentor programme in their school. It is good practice for Learning Mentors to produce an annual report for senior management/governors, incorporating data submitted to the Learning Mentor strand coordinator and providing details of their impact on progress. Professional development Continued professional development is vital to the provision of a cohesive and effective service, as well as ensuring the retention of Learning Mentors. Mentors should be included in relevant staff INSET. Provision should be made for them to attend network meetings and local and national training when appropriate. The fi ve-day national Learning Mentor training programme, developed by Liverpool Excellence Partnership (LEP), has been designed to ensure that all Learning Mentors working in EiC schools have the skills they need to carry out their duties effectively, and understand the objectives of the programme. All Learning Mentors are expected to participate in this locally-delivered training course. Resources The location and quality of the Learning Mentors base is crucial for creating the right climate for support and learning. In order to be most effective, it is important for Learning Mentors to have a suitable workspace and create an environment that is welcoming and comfortable to students. Ideally, Learning Mentors will have access to a budget to purchase resources in order to sustain the work they are doing to support students referred to the programme. Supervision Working with individual students can often be quite stressful. It can require a lot of expenditure in terms of mental and emotional energy. It is important that Learning Mentors have the opportunity to discuss diffi cult cases and receive support and guidance from an experienced professional. Learning Mentors should seek support from available sources in the interim of professional supervision being provided. The Learning Mentor line manager and the Learning Mentor strand coordinator can be consulted, and support from colleagues in similar roles can also be benefi cial. 7
8 Complaints, grievance and discipline procedures Learning Mentors are trained to conduct their work to high professional standards, working within the guidelines of their school s policies. Matters arising from issues relating to complaints, grievance and discipline will be dealt with according to whole school procedures. 8
TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016
TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016 SPECIAL EDUCATIONAL NEEDS AND DISABILITY (SEND) POLICY RATIONALE This policy document is a statement of the aims, principles
More informationSPECIAL EDUCATIONAL NEEDS and DISABILITY POLICY
SPECIAL EDUCATIONAL NEEDS and DISABILITY POLICY September 2015 Person responsible: SENCO Date approved: Review date: July 2016 Approved by: Buile Hill Visual Arts College Special Educational Needs and
More informationHelping over-indebted consumers
REPORT BY THE COMPTROLLER AND AUDITOR GENERAL HC 292 SESSION 2009 2010 4 FEBRUARY 2010 Business, Innovation and Skills Helping over-indebted consumers 4 Summary Helping over-indebted consumers Summary
More informationSenior Leadership Team and Class Teacher Job Description & Person Specification
Senior Leadership Team and Class Teacher Job Description & Person Specification SCHOOL Queen Eleanor s C of E Junior School TITLE Senior Leadership Team & Class Teacher JOB PURPOSE As part of the Leadership
More informationEtone College. Special Educational Needs and Disability (SEND) Information Report 2015-16
Etone College Special Educational Needs and Disability (SEND) Information Report 2015-16 A child or young person has SEND if they have a learning disability which calls for special educational provision
More informationSafeguarding Children Policy (Early Years Child Protection)
Safeguarding Children Policy (Early Years Child Protection) All parents and carers are asked to read this document carefully prior to a child being placed The purpose of this is to keep each child safe
More informationTeaching Reading. A Guide to the Report and Recommendations for Parents and Carers
Teaching Reading A Guide to the Report and Recommendations for Parents and Carers National Inquiry into the Teaching of Literacy December 2005 Commonwealth of Australia 2005 This work is copyright. It
More informationUniversity of York Coaching Scheme
University of York Coaching Scheme Guidelines July 2014 Learning and Development Contents Introduction to Coaching... 2 What is the difference between Coaching, Mentoring, Counselling and Mediation?...
More informationGREAT WALTHAM C of E PRIMARY SCHOOL
GREAT WALTHAM C of E PRIMARY SCHOOL CHILD PROTECTION POLICY JULY 2015 Approved by Staff July 2015 Adopted by Governors of the FGB Committee July 2015 Recommended Review Date July 2016 1 KEY CONTACTS WITHIN
More informationSpecial Educational Needs and Disability Policy 2014 Notre Dame Catholic College. Contact details Mrs L Martin (NASENCO award) Special Education Needs
Special Educational Needs and Disability Policy Notre Dame Catholic College Contact details Mrs L Martin (NASENCO award) Special Education Needs Co-ordinator (SENCO) Senior Leadership Team advocate: Mr
More informationTEACHING AND LEARNING STRATEGY
Seevic College TEACHING AND LEARNING STRATEGY Key values Respect Responsibility Results February 2013 Version 1.2 - February 2013 Page 1 1.0 INTRODUCTION At Seevic College every student matters. To achieve
More informationTransition matters. A resource about starting school for early childhood educators and school staff
Transition matters A resource about starting school for early childhood educators and school staff About this resource Transition matters is all about supporting children throughout one of the most important
More informationBoothville Primary School. Dealing with Allegations against School Personnel, Volunteers, Headteacher or Pupils. Allegations
Dealing with against School Personnel, Volunteers, Headteacher or Pupils Dealing with against School Personnel, Volunteers, Headteacher or Pupils Date Sept 15 Review Date Sept 16 Designated Child Protection
More informationSchool Child Protection & Safeguarding Policy 2014/2015
School Child Protection & Safeguarding Policy 2014/2015 Abbey Park Primary Academy Child Protection & Safeguarding Policy 2014/2015 The Acting Principal is Emme Ford This policy was developed on the 10
More informationWelcome. 7 Colwick Road, West Bridgford, Nottingham NG2 5FR T 0115 955 8811 F 0115 955 8822 E enquiries@faithinfamilies.org
Welcome faith in families I am delighted to share with you the range of bespoke services to children and families being delivered by Faith in Families. Sumerjit Ram In an ideal world every family would
More informationJOB DESCRIPTION: Curriculum Support Officer (CSO)
JOB DESCRIPTION: Curriculum Support Officer (CSO) Grade: Responsible to: Responsible for: Hours of work: ME6 ( 18,915-20,877 FTE) Deputy Headteacher s PA - Curriculum Supporting students and staff This
More informationAssessment in the New National Curriculum
Assessment in the New National Curriculum Introduction We believe that effective assessment provides information to improve teaching and learning. We give learners regular feedback on their learning so
More informationSO1 P29-31 Term time only 37 hours per week Actual salary 21,107 to 22,504
JOB DESCRIPTION Job Title: School: Pay Range: Responsible to: Responsible for: Behaviour Support Manager Woodlands Primary SO1 P29-31 Term time only 37 hours per week Actual salary 21,107 to 22,504 Inclusion
More informationSt Margaret s C of E (VA) Junior School School Behaviour Policy
STATUS: APPROVED APPROVED BY: GOVERNING BODY DATE: St Margaret s C of E (VA) Junior School School Behaviour Policy Introduction This policy details the approach to behaviour management in our School. It
More informationDORMANSTOWN PRIMARY ACADEMY WELFARE LEAD
DORMANSTOWN PRIMARY ACADEMY WELFARE LEAD JOB PURPOSE To provide a comprehensive coverage of daily operations involving welfare, safety and oversight of student pastoral care including punctuality, attendance,
More informationInjury Management: A Guide for Employers
Injury Management: A Guide for Employers Getting workers back on their feet Getting injured workers back into their jobs quickly is not only good for business, it has positive effects for workers too.
More informationCyber-bullying is covered by this policy: all members of the community need to be aware that
DUKE OF KENT SCHOOL A8 ANTI-BULLYING POLICY Aims and Objectives: Duke of Kent School values every individual in the community and believes each deserves to be treated with respect. Sensitivity to the feelings
More informationST. PATRICK'S CATHOLIC PRIMARY SCHOOL. Policy on Music
ST. PATRICK'S CATHOLIC PRIMARY SCHOOL Policy on Music 1 Aims and objectives 1.1 Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression, and
More informationKING CHARLES PRIMARY SCHOOL CHILD PROTECTION & SAFEGUARDING POLICY. For Schools and Education Establishments in Cornwall
KING CHARLES PRIMARY SCHOOL CHILD PROTECTION & SAFEGUARDING POLICY For Schools and Education Establishments in Cornwall May 2014 1 Child Protection and Safeguarding Policy This policy was developed and
More informationSAFEGUARDING CHILDREN AND CHILD PROTECTION POLICY
SAFEGUARDING CHILDREN AND CHILD PROTECTION POLICY Our setting will work with children, parents and the community to ensure the rights and safety of children and to give them the very best start in life.
More informationAdditional Educational Needs and Inclusion Policy and Procedures
Additional Educational Needs and Inclusion Policy and Procedures Date of issue: February 2013 Review date: February 2014 This policy was discussed, agreed and formally accepted on 5 February 2013 by the
More informationACRE, Federation of Petroleum Suppliers, and Citizen s Advice
ACRE, Federation of Petroleum Suppliers, and Citizen s Advice Contents Heating Oil Suppliers Advantages of Oil Buying Groups Case studies Points to consider before setting up an oil buying group Purchasing
More informationResource document for school governors and schools. Summary of Special Educational Needs (SEN) Code of Practice for Wales
Resource document for school governors and schools Summary of Special Educational Needs (SEN) Code of Practice for Wales Teifion Rees SEN Governor Cwrt Sart Comprehensive School April 2004 1 Acknowledgements
More informationSCHOOL CHILD PROTECTION POLICY
SCHOOL CHILD PROTECTION POLICY (NAME OF SCHOOL) This policy was originally developed on (INSERT DATE) and adopted on (INSERT DATE). The name of the Designated Senior Person is: (INSERT NAME) The name of
More informationQuality Assessment Framework Core Service Objectives
Quality Assessment Framework Core Service Objectives NIHE Supporting People Contents C1.1 Assessment and Support Planning...3 C1.2 Security, Health and Safety..11 C1.3 Safeguarding and Protection from
More informationDa Vinci Community School
School report Da Vinci Community School St Andrew's View, Breadsall, Derby, DE21 4ET Inspection dates 5 6 November 2014 Overall effectiveness Previous inspection: Requires improvement 3 This inspection:
More informationPERFORMANCE APPRAISAL AND DEVELOPMENT AND KSF ANNUAL REVIEW
SECTION: HUMAN RESOURCES POLICY AND PROCEDURE No: 10.16 NATURE AND SCOPE: SUBJECT: POLICY AND PROCEDURE TRUST WIDE PERFORMANCE APPRAISAL AND DEVELOPMENT AND KSF ANNUAL REVIEW This policy explains the Performance
More informationStatement on the core values and attributes needed to study medicine
Statement on the core values and attributes needed to study medicine Introduction This statement sets out the core values and attributes needed to study medicine in the UK. This is not an exhaustive list
More informationChrist Church CE School Intimate and Personal Care Policy April 2015
Christ Church CE School Intimate and Personal Care Policy April 2015 Christ Church CE Primary School Regents Park NW1 4BD 1 Christ Church C of E Primary School Intimate and Personal Care Policy CONTENTS
More informationHealth and Safety Policy and Procedures
Health and Safety Policy and Procedures Health & Safety Policy & Procedures Contents s REVISION AND AMENDMENT RECORD : Summary of Change Whole Policy 4.0 05 Nov 08 Complete re-issue Whole Policy 4.1 10
More informationTrainer s Guide Collaborative Schools Development Course
Trainer s Guide Collaborative Schools Development Course A whole school approach to technologysupported change September 2014 Author Diana Bannister MBE University of Wolverhampton Publisher Picture credits
More informationTheme 2: Embedding a whole-school approach to FaCE Resources 1 2
2 Theme 2: Embedding a whole-school approach to FaCE Resources 1 2 Family and community engagement toolkit FaCE the Challenge Together: Main guidance Audience Primary, secondary and special schools in
More informationNational Competency Standards for the Nurse Practitioner
National Competency Standards for the INTRODUCTION DEFINITION OF NURSE PRACTITIONER COMPETENCY STANDARDS FOR NURSE PRACTITIONER NURSE PRACTITIONER FRAMEWORK GLOSSARY OF TERMS Introduction The Australian
More informationFAMILIES AND SOCIAL CARE SPECIALIST CHILDREN S SERVICES EDUCATION POLICY FOR CHILDREN ADOPTED FROM CARE
Version 1.0 FAMILIES AND SOCIAL CARE SPECIALIST CHILDREN S SERVICES EDUCATION POLICY FOR CHILDREN ADOPTED FROM CARE Document Owner: Performance and Quality Assurance Manager (CiC) Authorised: February
More informationAnnual written reports to parents and carers: children s achievements
Communications Policy Introduction Schools have many lines of communication to maintain; with parents and carers, with other schools, with the community, with outside agencies, and within the school. Good
More informationTHE WELL MANAGED ORGANISATION GUIDELINES FOR BOARDS
MINISTERIAL TASK FORCE ON HEALTH, SAFETY AND PRODUCTIVITY THE WELL MANAGED ORGANISATION GUIDELINES FOR BOARDS SEPTEMBER 2006 THE WELL MANAGED ORGANISATION - GUIDELINES FOR BOARDS Workplace absence and
More informationHead of Business & Social Sciences Job Description. Leadership Spine L1 8
Head of Business & Social Sciences Job Description Leadership Spine L1 8 This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions
More informationJOB DESCRIPTION FOR EARLY YEARS FOUNDATION STAGE CO-ORDINATOR Postholder: Post Title: PRIMARY TEACHER + TLR 2.1 Grade: MPS + TLR 2.
JOB DESCRIPTION FOR EARLY YEARS FOUNDATION STAGE CO-ORDINATOR Postholder: Post Title: PRIMARY TEACHER + TLR 2.1 Grade: MPS + TLR 2.1 School: HUGH MYDDELTON PRIMARY Department: EDUCATION This job description
More informationThe Ashwood Academy. Special Educational Needs Policy
The Ashwood Academy Special Educational Needs Policy The Special Needs Coordinator Is Thomas Laugharne. Thomas completed the National Award for Special Educational Needs in 2014 This policy should be viewed
More informationRatoath College. Special Educational Needs Policy. Geraldine McNally Janice Conlon Angela Moran Niamh O Neill
Ratoath College Special Educational Needs Policy Geraldine McNally Janice Conlon Angela Moran Niamh O Neill May 2014 Introduction Ratoath College is a mainstream school, incorporating an autism unit, catering
More informationOccupational Therapy Professional Practice Policy Responsible person Head of Therapy Next scheduled review Autumn 2017
Occupational Therapy Professional Practice Policy Responsible person Head of Therapy Next scheduled review Autumn 2017 Date Reviewed by Amended (Y/N) October 2003 Heather Anderson Policy written December
More informationAssessment, Recording and Reporting Policy
St Peter s CE (VA) Infants School Assessment, Recording and Reporting Policy Philosophy Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an
More informationJOB DESCRIPTION. Community Palliative Care Clinical Nurse Specialist
JOB DESCRIPTION Post: Band: Responsible to: Accountable to: Community Palliative Care Clinical Nurse Specialist 7 (SAH adapted Agenda for Change) Team Leader Clinical Operational Manager Job Summary Work
More informationLAWRENCE SHERIFF SCHOOL RUGBY SPECIAL EDUCATIONAL NEEDS POLICY
LAWRENCE SHERIFF SCHOOL RUGBY SPECIAL EDUCATIONAL NEEDS POLICY Special Educational Needs Co-ordinator - Sheila Poppa - NASENCo awarded December 2013 Contact number 01788 542074 Special Educational Needs
More informationCommunications Policy
Communications Policy Approved by Trustees May 2015 Approved by Staff November 2015 Date for Review November 2017 1 Rationale 1.1 Schools have many lines of communication to maintain good relationships
More informationThird party use of customer lists
May 2006 slaughter and may marketing: part 4 Third party use of customer lists Rob Sumroy, Partner In the fi rst article in this series we considered the legislative and regulatory framework that direct
More informationJOB PROFILE For a Special Education Needs Coordinator (SENCO)
SAINT CECILIA S, WANDSWORTH JOB PROFILE For a Special Education Needs Coordinator (SENCO) DATE September 2013 JOB CONTEXT Saint Cecilia's, Wandsworth is a co-educational voluntary aided Church of England
More informationJOB DESCRIPTION. Head of Learning and Standards. Salary grade: Management Scale 2 + 1
JOB DESCRIPTION Job Title: Responsible to: Head of Learning and Standards Director of Faculty Salary grade: Management Scale 2 + 1 Hours per week: 21.6 hours per week Main Purpose of the Role 1. To manage
More informationThe Alderbrook School Offer 2015/16
The Alderbrook School Offer 2015/16 Introduction Alderbrook is an inclusive mainstream secondary school which welcomes pupils with a range of special educational needs and disabilities (SEND). At present,
More informationGuidelines for Children s
* Libraries for Children and Young Adults Section Guidelines for Children s Libraries Services library services for children - more important than ever to children and their families all over the world
More informationLone Working Policy. 1. Policy Statement... 2. 2. Purpose... 2. 3. Scope... 2. 4. Context... 2. 5. Definition... 3
Lone Working Policy Contents 1. Policy Statement... 2 2. Purpose... 2 3. Scope... 2 4. Context... 2 5. Definition... 3 6. Mandatory Building Procedures... 3 6.1. Security of buildings... 3 6.2. Working
More informationThe Child at the Centre. Overview
The Child at the Centre Overview Giving our children the best start in life Twin aims of early education and childcare: Free part-time quality pre-school education place for all three and four year olds;
More informationDorset s Model of Good Practice: Education and Support for Pregnant Students and School Age Parents
Dorset s Model of Good Practice: Education and Support for Pregnant Students and School Age Parents Updated April 2009 1 ================================================================ Contents Page Introduction
More informationPOLICY FOR THOSE STUDENTS WITH SPECIAL EDUCATIONAL NEEDS OR LEARNING DIFFICULTIES OR DISABILITIES
POLICY FOR THOSE STUDENTS WITH SPECIAL EDUCATIONAL NEEDS OR LEARNING DIFFICULTIES OR DISABILITIES Rooted in Christ and Catholic tradition and under the guidance of its patron, St Edmund s aims to realise
More informationSalary The postholder will be paid on the appropriate point of the pay scale with the addition of the TLR 2B.
JOB DESCRIPTION ASSISTANT CURRICULUM LEADER FOR SCIENCE (TLR 2B) Salary The postholder will be paid on the appropriate point of the pay scale with the addition of the TLR 2B. Line of Responsibility The
More informationThe Chalfonts Community College Special Educational Needs and Disability (SEND) Annual Information Report September 2015.
The Chalfonts Community College Special Educational Needs and Disability (SEND) Annual Information Report September 2015. The Chalfonts Community College is a much larger than average sized secondary school.
More informationPlanning and funding extended schools: local authorities and their partner organisations. supporting school improvement
Planning and funding extended schools: Extended a guide for services: schools, local authorities and their partner organisations supporting school improvement Extended services This brochure aims to encourage
More informationSEN Information Report
SEN Information Report 2014-15 SENCO: Mrs Mary Hull SEN Governor: Mrs Sally Dyson Contact: mhull@tgs.kent.sch.uk (01732 365125 EXT230) Dedicated SEN time: Full Time SENCO Local Offer Contribution: http://www.kent.gov.uk/education-and-children/special-educational-needs
More informationMark Rutherford School Assessment Policy (Reviewed by Governors Curriculum sub committee January 2014)
Mark Rutherford School Assessment Policy (Reviewed by Governors Curriculum sub committee January 2014) The quality of assessment has a significant impact on attitudes to learning and on attainment in schools
More informationLead Specialist Teacher: Autism and Social Communication Difficulties
Job Title: Lead Specialist Teacher: Autism and Social Communication Difficulties Job Grade: MPR/UPR + SEN maximum +TLR2 of 5,118 Directorate: Job Reference Number: Schools, Children and Families P00367a
More informationKing s College London
King s College London Initial Teacher Education inspection report Provider address Professional School of Social Science and Public Policy Department of Educational and Professional Studies Franklin Wilkins
More informationPONTVILLE SCHOOL Occupational Therapist. Job Description
PONTVILLE SCHOOL Occupational Therapist Job Description JOB TITLE: Paediatric Occupational Therapist GRADE: Band 5 /6 JOB SUMMARY: The post holder will provide a service to The Witherslack Group of Schools.
More informationSt Mary s College Crosby. Special Educational Needs and Disability Policy (P46) Date of Policy September 2014. Date of Review September 2015
St Mary s College Crosby Special Educational Needs and Disability Policy (P46) Date of Policy September 2014 Date of Review September 2015 Introduction The College is committed to giving all pupils the
More informationResponding to, Recording and Reporting Concerns Which Might Arise Within or Outside the Club
Responding to, Recording and Reporting Concerns Which Might Arise Within or Outside the Club Across cricket, at all levels, there is a requirement to have clear and unambiguous procedures in place in respect
More informationAbbey College Cambridge
S c h o o l r e p o r t Abbey College Cambridge 17 Station Road, Cambridge, CB1 2JB Inspection dates 28 30 January 2014 Overall effectiveness 1 Pupils achievement 1 Pupils behaviour and personal development
More information35 PROMOTE CHOICE, WELL-BEING AND THE PROTECTION OF ALL INDIVIDUALS
Unit overview Elements of competence 35a 35b 35c Develop supportive relationships that promote choice and independence Respect the diversity and difference of individuals and key people Contribute to the
More informationA Personal Project: Caring for Animals
A Personal Project: Caring for Animals Level 2 Specification for Junior Cycle Short Course Enter Title Here 1 June 2016 Enter Date Here Contents Short courses and Level 2 Learning Programmes 3 Rationale
More informationManagement & Leadership
Management & Leadership Overview The Management and Leadership qualifications aim to contribute to the skills, knowledge and overall performance of management and aid career progression. The qualifications
More informationMEDICAL PROTECTION SOCIETY PROFESSIONAL SUPPORT AND EXPERT ADVICE. Putting members first. Interested in a career as a Medicolegal Adviser with MPS?
MEDICAL PROTECTION SOCIETY PROFESSIONAL SUPPORT AND EXPERT ADVICE Putting members first Interested in a career as a Medicolegal Adviser with MPS? What is a Medicolegal Adviser? MPS Medicolegal Advisers
More informationOur customers have choice in the way our services are delivered and over the look of their home within our normal business constraints.
CUSTOMER service charter Introduction Our approach is based on the belief that our customers expect our homes and services to be of the highest quality and provide excellent value for money. This Customer
More informationSELF ASSESSMENT GUIDE FOR PLACEMENT SERVICE PROVIDERS 2009/2010
SELF ASSESSMENT GUIDE FOR PLACEMENT SERVICE PROVIDERS 2009/2010 Electronic copies of this document are available by contacting the Manager Standards Monitoring Unit on 9222 2598 CONTENTS OVERVIEW...3 PURPOSE
More informationNSPCC JOB DESCRIPTION. Database Training and Support Manager. (Grade 5 - Senior Business Support Officer)
NSPCC JOB DESCRIPTION Job Title: Database Training and Support Manager (Grade 5 - Senior Business Support Officer) Function: Department: Supporter Services and Database Administration Supporter Experience
More informationNEWSTEAD WOOD SCHOOL Avebury Road, Orpington, Kent BR6 9SA
NEWSTEAD WOOD SCHOOL Avebury Road, Orpington, Kent BR6 9SA Communications Policy July 2015 Review Body: FGB Leadership Group Responsibility: Headteacher Type of Policy: Non-Statutory Review Period: Annually
More informationAssessment of children s educational achievements in early childhood education
Assessment of children s educational achievements in early childhood education purpose pedagogic and managerial of such assessments. This paper outlines the evaluation of a national pilot baseline assessment
More informationSafeguarding. Chapel Road School
Specialist School for Communication and Interaction Safeguarding At Chapel Road School Designated Safeguarding Officers (DSO) Karin Heap Julie Montagner Wendy Callow Headteacher Assistant Head outreach
More informationJob Title: Lead Practitioner Science KS4. Position Overview
Job Title: Lead Practitioner Science KS4 Salary: L3 L7 Position Overview Responsible to: Director of Science. Teacher of Science Key purposes: a) To carry out the professional duties of a teacher as described
More informationSCHOOL GUIDANCE COUNSELLING POLICY
SCHOOL GUIDANCE COUNSELLING POLICY AIM OF THE SCHOOL GUIDANCE SERVICE The school guidance counselling service is administered by a professionally trained School Guidance Counsellor. The SGC, as part of
More informationJob Description. Team Supervisor
Job Description Title: Call Handler Band: Band 3 Location: Various Reports to: Team Supervisor Job Purpose The post holder will be responsible for the assessment of presenting clinical symptoms, using
More informationAshleigh C OF E (VC) Primary School Maintained
TITLE: S.E.N.D. POLICY DATE ADOPTED: 21 st March 2016 REVIEW SCHEDULE: ANNUAL DATE OF NEXT REVIEW: MARCH 2017 Ashleigh C OF E (VC) Primary School Maintained Special Educational Needs & Disabilities (SEND)
More informationJOB DESCRIPTION. Specialist Community Practitioner School Nurse (Child and Family Health)
JOB DESCRIPTION Title: Specialist Community Practitioner School Nurse (Child and Family Health) Band: Band 6 Location/Base: Designated Locality within the Trust Directorate/Dept.: Children s Provider Services
More information4. The Importance of Internet Use in the Primary Curriculum
Policy Contents 1. Introduction 2. Disability 3. Writing and Reviewing the e-safety Policy 4. The Importance of Internet Use in the Primary Curriculum 5. The Benefits of Using the Internet in Education
More informationSt. Mark s Church of England Primary School SEN&D Policy
St. Mark s Church of England Primary School SEN&D Policy Issued on 04/09/14 This policy is written in line with the requirements of:- Children and Families Act 2014 SEN Code of Practice 2014 SI 2014 1530
More informationA guide to helping people to succeed at work
Coaching: Helping you to improve social outcomes A guide to helping people to succeed at work This guide is for anyone wanting to use coaching skills to help colleagues succeed. In particular, it is intended
More informationTHE QUEEN S SCHOOL Assessment Policy
The Queen s Church of England Primary School Encouraging every child to reach their full potential, nurtured and supported in a Christian community which lives by the values of Love, Compassion and Respect.
More informationTHE REDWAY SCHOOL. This policy was written in line with the whole school Learning and Teaching Policy and Target Setting Policy.
THE REDWAY SCHOOL Policy: Assessment, Recording and Reporting Date of Policy: September 2009 Reviewed each September Date of Current Policy: September 2015 Member of staff responsible: Ruth Sylvester Introduction
More informationSt. Barnabas Church of England Aided Primary School
St. Barnabas Church of England Aided Primary School Vision: All children are created uniquely and loved by God. We are entrusted with the privilege of nurturing and developing these children. Providing
More informationCareers and the world of work: roles and responsibilities
Careers and the world of work: roles and responsibilities Careers and the world of work: roles and responsibilities Audience Headteachers, principals, governing bodies, management committees, careers and
More informationEquality, Diversity & Inclusion (EDI) Policy Version 2.1
Equality, Diversity & Inclusion (EDI) Policy Version 2.1 Original Author: Ariana Henderson Version 2.1 updated August 2013 Contents Confetti Institute of Creative Technologies... 2 Mission Statement...
More informationJOB DESCRIPTION: DIRECTORATE MANAGER LEVEL 3. Job Description
JOB DESCRIPTION: DIRECTORATE MANAGER LEVEL 3 Job Description Job Title: Directorate Manager Level 3 Band: Post Type: Location: Managerially Accountable to: Professionally Accountable to: 8C Permanent UHNS
More informationLooked after children good practice in schools
Looked after children good practice in schools This is a short report based on a small-scale survey of good practice in schools in relation to looked after children. It does not cover all aspects of looked
More informationresidential care staff and carers who are relatives or friends. 1 Throughout this report, the term parents should be taken to include foster carers,
Balmedie Primary School and Nursery Class Aberdeenshire Council 23 August 2011 HM Inspectorate of Education (HMIE) inspects schools in order to let parents 1, children and the local community know whether
More informationKINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015
KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015 Review Date: February 2018 Contents 1 Introduction... 2 2 The Aims of Mathematics... 2 3 Entitlement... 3 4 Implementation... 3 5 Organisation
More informationinformation Records Management Checklist business people security preservation accountability Foreword Introduction Purpose of the checklist
Records Management Checklist Foreword We fi rst developed the Records Management Checklist in 2008 to complement our performance audit Records Management in the Victorian Public Sector. At that time the
More informationResources for Promoting Well-Being in Primary Schools
Resources for Promoting Well-Being in Primary Schools 1 Contents: 1. Social Personal and Health Education Curriculum 3 2. DES Programmes which support implementation of the SPHE curriculum 4 Stay Safe
More informationMaking Foreign Languages compulsory at Key Stage 2 Consultation Report: Overview
Making Foreign Languages compulsory at Key Stage 2 Consultation Report: Overview Introduction This report summarises the responses to the consultation on the Government s proposal to introduce foreign
More information