ARK Tindal Staff Handbook 2012-2013 V4 Sc-1

Staff Handbook 2013-2014
ARK Tindal Academy Primary Staff Handbook 2013-2014
ARK TINDAL PRIMARY ACADEMY STAFF HANDBOOK 2012-2013 CONTENTS
INTRODUCTION .............................................................................. 3 ACADEMY INFORMATION .......................................................... 3 THE ACADEMY DAY ...................................................................... 3

Registration ........................................................................................................................3
STUDENTS ......................................................................................... 4
Class Check list ..................................................................................................................4 Assessment .........................................................................................................................4 Feedback and Marking .......................................................................................................4 Behaviour and Discipline ...................................................................................................4 Individual and Class Rewards ............................................................................................4 Consequences .....................................................................................................................4 Bullying..............................................................................................................................4 Inclusion/SEN ....................................................................................................................4 Commitment to Achievement Agreement .........................................................................4 Safeguarding the Child ......................................................................................................4
STAFF ................................................................................................. 4
Performance Management .................................................................................................4 Staff Procedures .................................................................................................................4 Planning, Preparation and Professional Development .......................................................4 Problems ............................................................................................................................4 Whistle Blowing ................................................................................................................4
PREMISES.......................................................................................... 4
Academy Office .................................................................................................................4 Academy money ................................................................................................................4 Emergencies .......................................................................................................................4
INTRODUCTION
CONTACT DETAILS ARK SCHOOLS VISION WHO WE SERVE OUR COMMUNITY STAFF EXPECTATIONS
Contact details
School Address:
ARK Tindal Primary Academy Tindal Street Balsall Heath Birmingham B12 9QS 0121 464 3049 info@arktindalprimary.org
Switchboard: Email:
Headteacher: Rebecca Garratt Child Protection Office: Penny Webb Chair of Governors: Diana Gerald Safeguarding Governor: Jude Slama
All staff can be contacted via the email: initial.surname@arktindalprimary.org
ARK Schools Vision

ARK Schools serve children in inner-city schools. ARK Schools aim to ensure that every student makes progress by age 18 to have real options: to move into higher education or into the career path of their choice. ARK Schools promote high aspirations and attainment for both students and teachers, nurturing a strong sense of community through shared values and an ethos of continuing self-improvement. Every aspect of the ARK Schools model is designed to help every child to learn and achieve. The principles below reflect the essentials of successful schools in disadvantaged areas: An orderly environment with clear, shared social norms A rigorous and engaging educational programme characterised by high standards, regular assessments, and good academic support for struggling students Programming that cultivates and reinforces an aspirational identity for all students Great working conditions that enable successful teaching and leadership: clarity of purpose, focus, excellent professional development, efficient systems.
Operating principles
Support strong leadership and develop new heads through intensive initial training and continuing mentoring Support and develop great teachers and staff through continuing training Help teachers succeed by creating an orderly environment with effective systems and routines consistently implemented Cultivate teamwork with regular staff meetings and a clear and compelling shared mission Keep the focus on the highest priority levers: student behaviour, aspiration, achievement, and supporting systems Ensure that aspirations are suitably demanding, with clear accountabilities for all staff.
Curriculum/teaching principles
Aim for depth before breadth by ensuring that all children master essential skills, especially reading, writing and mathematics, with extra time devoted to these subjects until students reach or surpass the expected level of attainment Give students more time to learn and provide extracurricular and summer programming in music, arts and sports Set clear standards and skills for every unit of study Provide an engaging and rigorous classroom experience Provide a rich variety of experiences and education for life Personalise the approach through regular student assessment and individualised support, both academic and behavioural.
Culture/ethos principles
Develop a strong school culture based on explicit school values Establish consistent social norms to ensure an orderly, well-mannered environment Set clear behaviour expectations with consistent sanctions for poor behaviour Instill a culture of academic achievement and purpose, with high expectations for quality and a consistent work ethic for all students Create a nurturing environment, with a strong pastoral component Work with parents as partners 7
Who we serve our community

Pupils
If the academy is oversubscribed, after admitting children with a statement of special educational needs where the academy is named on the statement, the remaining places are then offered in the following order of priority: Children in public care (or children who were previously looked after but ceased to be so because they were adopted (or became subject to a residence order or special guardianship order) Children with a sibling who already attends the academy, and will continue to do so on the date of admission (for this purpose sibling means a whole, half or stepbrother or sister resident at the same address). Children who live closest to the academy using straight line distance from the main entrance to the academy to the main entrance to the child's home.
ARK Tindal Primary and ARK Schools have due regard to: (a) Eliminating unlawful discrimination and harassment (b) Promoting equality of opportunity for men and women. We will: Welcome and provide for all our students and employees Help all our students and employees to achieve their full potential Ensure that no student, employee or applicant receives less favourable treatment on grounds of sex (including marital status or gender reassignment), sexual orientation, age, disability, race (including nationality, ethnic or national origins or colour) or religion or belief (except where an academys status as a church or single-sex school permits any limitation, or where any other statutory exception applies) Ensure that all statutory obligations are met.
Staff Expectations
To be aligned to the mission, core purpose, vision and ethos of the Academy.
ACHIEVING SUCCESS VISION

We believe in the potential of every child at ARK Tindal Primary Academy and will strive to create a school which provides each pupil with the best possible start in life and the motivation to achieve academic excellence. We aspire to prepare all our children for University or career of their choice and to be enthused to continue learning.
PLEDGE
Good, better, best, I will never rest.
VALUES the heart of school life Achievement - We achieve the best we can every day. Scholarship Hard work and achievement are at the heart of our school. Perseverance We believe in ourselves and never give up. Integrity We do the right thing and choose honesty. Responsibility We look to ourselves to do what needs to be done no excuses. We treat
others as we want to be treated.
Enthusiasm We remain positive and show our positivity which gives us strength. Core Purpose
To demonstrate belief in the potential of all students to develop the skills and character necessary for a place at university or the career of their choice and subsequent success in life. To embrace shared accountability for the achievements of the students and the performance of the Academy. To uphold all school policies and follow all agreed procedures with consistency and care. To have zero tolerance of any form of student behaviour that runs counter to the Academys stated aims and objectives: for example, disrespect, rudeness, bullying, dangerous/antisocial/loud behaviour, failure to bring basic equipment or complete independent learning tasks, possession of banned items, lateness.
Behaviour
To maintain the highest standards of honesty and integrity at all times. To provide excellent role models for students at all times; demonstrating the characteristics expressed in our values and vision. To take responsibility for developing students emotional wellbeing as well as nurturing their academic potential: never behaving in a derogatory, intimidatory, abusive or sarcastic manner towards any member of the school community. 9
To behave courteously, respectfully and professionally at all times, maintaining appropriate boundaries with students and parents/carers. Not to engage in any behaviour in or out of school which could bring the Academy into disrepute. This has implications for use of social networking sites, engagement in additional employment and recreational behaviour. Not to reveal any confidential information to which they have access to anyone except colleagues who need to know. To take account of the Academys drug policy when discussing such issues as alcohol, smoking and drug use with students. To ensure that our Academy is a non-smoking, gum-free and litter-free zone, and that there is no eating or drinking in corridors or learning areas by staff or students To be aware that inappropriate use of any social networking sites e.g Facebook/Twitter may lead to disciplinary action.
Dress
To dress professionally: jacket and tie for male staff, smart dress for female staff, no jeans, flip flops, trainers (except when teaching PE), revealing clothes etc. Teachers teaching PE should change at the break before the session and then again at the following break. Body piercing should be limited to an earring in each ear. Any tattoos should be hidden from view.
Commitment and involvement

To be on site for 8.00am and attend staff briefing every day at 8.40am. To maintain excellent attendance. To be on time for all sessions, ready to welcome students as they arrive, and to finish sessions punctually. To be punctual for all meetings and school events. To get to know the Academys pupils and to take an interest in their lives beyond school through regular informal dialogue around school and when on duty, joining them for lunch in the school dining hall regularly. To attend key whole-school events in the annual school calendar, such as open evenings and school celebrations. Where possible to deliver or contribute to at least one extra-curricular or enrichment session for students each week during term time.
Routines
To be welcoming towards parents and carers, encouraging communication and partnership, returning calls/emails as soon as possible - ideally on the same day and certainly within 24 hours on school days. To sign out if leaving the site during the school day. Not to take academy property with a value of (100 +) off site without authorisation. To read staff notices at the start of every day and pass on pupil notices to pupils as required. To use mobile phones only in staff areas. 10
To address other members of staff by their title and surname in front of students. To wear ID at all times. Not to engage in any other paid employment without the Principals knowledge and approval. Personal Development To engage in all whole-staff CPD as well as personal CPD activities. To engage openly and positively in the academys Performance Management procedures. To admit when they make mistakes, to be open to constructive feedback and to reflect on how their personal practice could be improved. To meet deadlines set.
Staff of ARK Tindal Academy should recognise that failure to meet appropriate standards of behaviour and conduct may result in disciplinary action, including dismissal, in accordance with ARK policy.
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ACADEMY INFORMATION
ACADEMY CALENDAR
Ark Tindal Primary Academy Calendar Please enter dates into your own diary. September October 2.9.13 INSET 3.10.13 Harvest Festival event & assembly organised by Year 2 3.9.13 INSET 6.10.13 Year 6 INSPIRE Workshop 4.9.13 - INSET 7.10.13 18.9.13 - Formal observations (to include work scrutiny & 5.9.13 13.9.13 performance appraisal reviews/meetings (with pupil conferencing) - HT line manager not NQTs) 16.10.13 Open session Reception Intake Sept 2014 9.30am (EYFS Week beginning 16.9.13 meet the teacher meetings (AHT to Lead to organise) organise) 17.10.13 Open session Reception Intake Sept 2014 2.00pm (EYFS 23.9.13 27.9.13 HT to observe all new members of staff Lead to organise 26.9.13 Early Years INSPIRE Workshop 18.10.13 Display deadline (EYFS Lead to organise) Week beginning 21.10.13 assessment week (Assessment Lead to organise) 21.10.13 Open session Reception Intake Sept 2014 9.30am (EYFS Lead to organise) 22.10.13 Open session Reception Intake Sept 2014 2.00pm (EYFS Lead to organise) Week beginning 28.10.13 Half term November December 4.11.13 The Summit 2.12.13 Christmas tree to be decorated (Learning mentors to 5.11.13 INSET organise) 6.11.13 Senior Staff Data Driven Day 5.12.13 Year 4 INSPIRE Workshop 7.11.13 & 8.11.13 Pupil Progress meetings (with appropriate T&L 12.12.13 Year 5 INSPIRE Workshop & SLT) Week beginning 16.12.13 assessment week assessment lead to 8.11.13 Attendance assembly (no ASPIRE) to be organised by organise DHT 17.12.13 Reception production 11.11.13 & 12.11.13 Assertive mentoring (Y4 6) T&L Lead to 20.12.13 Music Celebration assembly (no ASPIRE) Curriculum organise Lead to organise 12.11.13 Parents evening AHT to organise 20.12.13 Party day Class teachers 14.11.13 Year 2 INSPIRE Workshop 23.12.13 4.1.14 Christmas 15.11.13 Children In Need (EYFS & KS1 T&L Lead to organise) 21.11.13 Year 1 INSPIRE Workshop 28.11.13 Year 3 INSPIRE Workshop 29.11.13 Christmas tree to be delivered (Mr Mann to organise) January February
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6.1.14 INSET 7.1.14 INSET 8.1.14 Senior Staff Data Driven Day 9.1.14 & 10.1.14 Pupil Progress meetings (with appropriate T&L & SLT) 10.1.14 Attendance assembly (no ASPIRE) to be organised by DHT 13.1.14 & 14.1.14 Assertive mentoring (Y4 6) T&L Lead to organise 16.1.14 Parents evening AHT to organise 20.1.14 31.1.14 Performance appraisal reviews (with line manager not NQTs) 31.1.14 Year 4 Chinese new year assembly March 3.3.1414 & 4.3.14 - Assertive mentoring (Y4 6) T&L Lead to organise 4.3.14 Parents evening AHT to organise 5.3.14 Year 1 INSPIRE Workshop 6.3.14 World Book Day (RWI Lead to organise) 10.3.14 Year 1 Mothers day assembly 10.3.14 - 17.3.14 Formal observations (to include work scrutiny & pupil conferencing) - HT 21.3.14 Sports Relief (KS2 T&L Lead to organise) 27.3.14 Year 2 INSPIRE Workshop
6.2.14 Year 6 INSPIRE Workshop 7.2.14 - Display deadline (EYFS Lead to organise) Week beginning 9.2.14 assessment week assessment lead to organise Week beginning 17.2.14 Half term 24.2.14 Hub Day 25.2.14 - INSET 26.2.14 Senior Staff Data Driven Day 27.2.14 & 28.2.14 Pupil Progress meetings (with appropriate T&L & SLT) 28.2.14 - Attendance assembly (no ASPIRE) to be organised by DHT April 3.4.14 Year 3 INSPIRE Workshop Week beginning 7.4.14 Assessment week assessment lead to organise 8.4.14 Year 2 Easter production 11.4 14 - Music Celebration assembly (no ASPIRE) curriculum lead to organise 14.4.14 26.4.14 Easter 28.4.14 - Senior Staff Data Driven Day 29.4.14 & 30.4.14 pupil progress meetings (with appropriate T&L & SLT)
May 1.5.14 & 2.5.14 - Assertive mentoring (Y4 6) T&L lead to organise 2.5.14 - Attendance assembly (no ASPIRE) to be organised by DHT 5.5.14 May Day 8.5.14 Year 4 INSPIRE Workshop 6.5.14 Parents evening AHT to organise Week beginning 12.5.14 SATS assessment lead to organise 16.5.14 - Display deadline (EYFS Lead to organise) Week beginning 19.5.14 assessment week assessment lead to organise Week beginning 26.5.14 Half term
June 2.6.14 - Senior Staff Data Driven Day 3.6.14 & 4.6.14 Pupil Progress meetings (with appropriate T&L & SLT) 5.6.14 & 6.6.14 - Assertive mentoring (Y4 6) T&L lead to organise 6.5.14 - Attendance assembly (no ASPIRE) DH to organise 9.6.14 Parents Evening AHT to organise 12.6.14 Early Years INSPIRE Workshop 16.6.14 27.6.14 Formal Observations - HT 26.6.14 Year 5 Ramadan assembly 27.6.14 Hub day 27.6.14 Reports to HT Deadline 30.6.14 4.7.14 Early Years Home Visits week for new starters Sept 2014 EYFS Lead to organise * KS1 SATs assessment lead to organise *Year 1 phonics assessment lead to organise * EYFS profile data assessment lead to organise July o ASPIRE every Friday except when its an attendance assembly (certificates completed and handed into the 3.7.14 Year 5 INSPIRE Workshop office the Friday before the ASPIRE assembly) Week beginning 7.7.14 Assessment week assessment lead to o The Wednesday of every assessment week is writing organise moderation please ensure you come to the meeting 11.7.14 Music Celebration assembly (no ASPIRE) curriculum prepared. lead to organise o The deadline for data entry & completion of parents 14.7.14 - Senior Staff Data Driven Day termly reports is the Thursday night of every 15.7.14 18.7.14 Pupil progress and data handover meetings assessment week. (with appropriate T&L & SLT) o The Assessment Lead will be out of class preparing 16.7.14 & 17.7.14 Year 6 Leavers performance assessment reports on the Friday of each assessment 18.7.14 Reports home - HT week. 18.7.14 Awards Assembly (worker of the year, attainment of the o PDMs every Wednesday evening. year, progress of the year for each class) EAL & Raising o Every Friday after ASPIRE is a Strategic/AIP day please Attainment lead to organise try not to disturb HTs office (no meetings for SLT or 21.7.14 Attendance assembly Attendance assembly (no ASPIRE) Leads on a Friday) to be organised by DHT o Year group assemblies/productions should be in the 21.7.14 Transition day SLT to organise afternoon year groups to determine times, letters etc 22.7.14 End of term whole school finishes 3.15pm o Year groups to organise INSPIRE workshops Year 6 finish at 3.30pm content/time but dates not to change o Courses not to be booked if it clashes with an academy date Other dates will be added throughout the year please refer to this when organising other events/visits etc
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THE ACADEMY DAY

REGISTRATION
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REGISTRATION
Attendance target
ARK Tindal aims to achieve 95% attendance by the end of the 2013-14 academic year.
Meeting Attendance Targets

Monitoring student attendance is the responsibility of the class teacher, Senior Learning Mentor, Deputy Headteacher and Headteacher. The class teacher has a duty to strive for 100% attendance in his/her tutor group. S/he must follow up all absences promptly and work with the Senior Learning Mentor & Deputy Headteacher to set specific targets for attendance, both for the class and for individuals. Classes are rewarded weekly in ASPIRE assembly for good attendance. It is reported weekly on the academy newsletter. Classes with the best attendance can use the adventure play area at playtimes.
Registration Procedures
It is important that pupils have a common experience of registration. All staff must therefore follow the same procedure. Registration is electronic and all staff will be trained to use the system effectively. It is essential that the correct information is recorded at registration. Attendance registers are legal documents and should be treated as such. It is essential that they are accurate. Staff should submit the register by 9.00am, any absent children should be marked with an N (do not mark children late office staff will do this after 9.00am). Failure to complete registers accurately following training may result in disciplinary action. The registration period should also be used as an opportunity to prepare students for the day ahead. Pupils must follow the classroom code during registration. The teacher should also check that each pupil is wearing the correct uniform. a) Pupil lateness Registration must be completed by 9.00am, at which time the classroom doors should be closed. Parents and children arriving after this time will be marked as late and should be directed to the school office. Parents must sign the late book explaining why their child is late to school. The late book is kept in the school office and monitored by the attendance officer. b) Pupil sickness/absence Parents are expected to call the school office on the first day of absence and provide a letter explaining the reason for absence, on the childs return. The register must be marked as absent, with a brief note explaining the absence. Absence owing to sickness of longer than five days must be verified by a doctors certificate. The attendance officer will communicate directly with parents concerning unauthorised absence, repeated absence or punctuality issues. Make sure that all absence notes or other communication concerning attendance is put in the in-tray of the attendance officer as soon as it is received. c) Pupil absence during term time We do not expect pupils to take holidays during term time. If a parent or carer would like to take their child out of school during term time, s/he must fill out the required form, available at the front office. This must be authorised by the Headteacher holidays will not be authorised. 15
ARK Tindal Primary Academy Staff Handbook 2012-2013
STUDENTS
CLASS CHECKLIST ASSESSMENT FEEDBACK AND MARKING BEHAVIOUR AND DISCIPLINE INDIVIDUAL AND CLASS REWARDS CONSEQUENCES BULLYING INCLUSION/SEN WORKING WITH FAMILIES AND THE COMMUNITY COMMITMENT TO ACHIEVEMENT AGREEMENT SAFEGUARDING THE CHILD
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ARK TINDAL ACADEMY CLASS CHECK LIST

Classrooms, offices and communal areas MUST be tidy and clutter free. Only the work required for that day should be out on desks/tables. Classrooms, offices and communal areas MUST be left tidy and clutter free at the end of the working day. Noticeboards must be neat & tidy.
Resources
Individual and labelled trays and pegs for each child Tables equipped (writing pencils, colour pencils/crayons, glue, rubbers, sharpeners, rulers, dictionary key words/VCOP) Resources and learning areas labelled for independent learning Finished work tray Home learning tray
Displays
Class rules clearly displayed with childrens signatures SLANT STAR position Daily visual timetable Current interactive learning displays (Learning that is displayed must reflect the learning for the term) Dual Language Displays to reflect those spoken in the class 1-100 number line VCOP display Calendar (seasons, months, days of the week) School vision, values & pledge Medical box labelled English board (yellow backing paper - black border) Mathematics board (blue backing paper - black border Science board (orange backing paper - black border) Behaviour board (green backing paper - black border) Class board (red backing paper - black border) Working wall (grey backing paper -teal border) Communal area displays (grey backing paper - teal border)
Learning Areas (all areas must reflect the current theme for learning)
Interactive maths challenge area Reading area (clear seating, reading challenges, word level games, story packs)
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Class Computers (used to enhance and enrich learning taking place during the lesson) Role play area (key language displayed and props available) Outdoor learning area
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ASSESSMENT & REPORTING

The guiding ARK principle is that the main aims of school assessment are to help students learn better and to help teachers be more effective. For teachers, assessment should: Inform lesson planning Inform scheme of work development Inform teacher training and support Inform target setting, at individual and group level. For parents, assessment should: Show their childs current performance and progress Relate their current performance and progress to targets Help them understand their childs development needs. Assessment records relevant to each class are to be kept in the class assessment file.
Timetable for assessment

Please see academy calendar for dates. Any questions relating to assessments please see the assessment lead.
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Target setting
Target setting is central to raising pupil achievement and improving standards in English and mathematics. The target setting process identifies pupils learning needs and potential, together with strategies for improvement. Opportunities to share and review these targets with parents are incorporated into the target-setting process.
What targets will be set?

Attainment targets: relate to expected levels of attainment in the foundation stage, particularly in English and mathematics Curricular targets: relate to specific skills and knowledge which need to be gained in order to make progress towards target levels
Target setting process

Autumn term: Individual end-of-year targets are set, using prior knowledge/attainment and the PIPs data Curricular targets are set for particular groups Headteacher sets year group targets based on individual targets Targets are discussed and reviewed at the parent/teacher pupil conferences Teachers identify those children on track to meet their targets, or are at risk of not making expected progress Targets will be discussed at the class progress meetings with the Headteacher and Inclusion co-ordinator Attainment targets are reviewed Curricular targets are reviewed Targets are discussed and reviewed at the parent/teacher pupil conferences Teachers identify those children on track to meet their targets, or are at risk of not making expected progress Targets will be discussed at the class progress meetings with the Headteacher and Inclusion co-ordinator Teacher assessments are recorded for each child Attainment levels recorded Review targets met and consider evidence Use of test analysis to identify implications Report year group targets to other stakeholders
Spring term:
Summer term:
Pupil progress meetings happen every half term.
Reporting pupil progress

Teachers will write half termly reports based on the foundation stage profile for nursery and reception children. In KS1 and 2 childrens progress will be reported on based on their progress of the National Curriculum and will include information regarding effort, behavior, uniform and home learning. . This will then be discussed with parents at parent consultations.
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Home Learning
Home Learning provides an opportunity for children to consolidate skills, knowledge and concepts as well as finish incomplete learning.
Mathematics
Children may be encouraged to practise simple number patterns, counting or bonds. Parents should be encouraged to discuss everyday problem-solving situations or investigations with their children, as this will help their child progress from practical tasks to more abstract mathematical concepts.
Literacy
Children may be asked to carry out activities to support their ability to construct sentences, develop their ability to retell events using the appropriate vocabulary, tell stories using the correct story language and other activities to support their in class learning.
Reading
ARK Tindal Primary Academy has a home/school reading pack, which includes: A reading book (to be chosen by the child, with support if appropriate) A home reading card.
Children should take their reading pack home every day. Parents must sign and date the reading card every day, to show that their child has read the book to them or that they have read the book to their child. Parents can also record any comments for their child's teacher on the reading card. Teacher/Teaching assistant must check the reading card daily. If a parent does not sign the reading card, the class teacher should speak to them at the end of that day. If a parent habitually fails to sign the card, they should be referred to the head teacher.
Phonics
Children should be encouraged to practise their phonic sounds and High Frequency Words at home.
Foundation Subjects/Areas of learning

Children may also be set projects to complete in relation to the learning that they are involved in under the headings of: Science, ICT, History, Geography, RE, Art and D&T.
Reception
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Day Monday Tuesday Wednesday
Home-learning Reading x 10 minutes Reading x 10 minutes Reading x 10 minutes Key words Key words Key words Phonics Phonics Phonics
Day Monday
Home-learning Reading x 10 minutes and Reading x 10 minutes and Reading x 10 minutes and Reading x 10 minutes and Key words Phonics Mental Maths and Spellings Mental Maths and Spellings Mental Maths and Spellings Mental Maths and Spellings Extended writing to relate to theme for learning Mathematics Must be contextualised
Tuesday
Key words
Phonics
Wednesday
Key words Key words
Phonics Phonics
Thursday Friday
Reading x 10 minutes
Key words
Phonics
Mental Maths and Spellings
Day Monday
Reading x 10 minutes and
Home-learning Phonics and Keys words Mental Maths and Or Spellings comprehension Phonics and Keys words Or comprehension Phonics and Keys words Or comprehension Phonics and Keys words Or comprehension Phonics and Keys words Or comprehension 22 Mental Maths and Spellings
Tuesday
Wednesday
Thursday Reading x 10 minutes and Friday Reading x 10 minutes
Mental Maths and Spellings Extended writing to relate to theme for learning Mathematics Must be contextualised
Thursday Friday
Reading x 10 minutes Reading x 10 minutes
Key words Key words
Phonics Phonics Mathematics Must be contextualised
KS1
*Spellings and Mental maths test to take place on a Friday **Year 1 Mental maths number bonds, 2, 5 and 10 x tables Year 2 Mental maths times tables 2, 3, 4, 5 and 10 x tablesKS2 Spellings and mental maths takes place on a Friday Year 3 Mental maths times tables 2, 3, 4, 5 and 10 x tables and the inverse divisions (GT 6 and 7 times tables)
FEEDBACK AND MARKING

Marking & feedback are vital to informing assessments and planning in order to accelerate progress. It is important that children can read and understand the comments, and if not time is made so they are read to them. It is also important to build in time for gap tasks or to work with children who have to achieve their learning objective. All comments should be completed in green pen. Correct answers should be marked in green. Incorrect answers should be highlighted in pink. GAP TASK: Leave a gap task to take the learning to the next step e.g: if they have been doing TO x O give them a couple of HTO x O to complete. Gap Tasks must be marked.
S work was supported
I work was independent

The comment should take the child to the next target in their learning to ensure accelerated progress.
GAP TASK: Leave a gap task to consolidate learning or as a double check e.g: if they have been doing TO x O and made a few errors give them a couple of TO x O to complete. They could be their corrections. Gap Tasks must be marked.
The comment should be one or a mixture of; reminders of the learning objective, a scaffold prompt to support the learning or an example to ensure they understand for next time. To be used on extended piece of writing weekly using the Ros Wilson criterion
G work was completed as a group
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ARK Tindal Primary Academy Staff Handbook 2012-2013 EXTRA SUPPORT: there needs to be evidence of the support an adult has given to this child. (Wobbly wallet children)
Staff will need to work with this child before the next lesson to ensure they understand the learning objective.
Ark Tindal Primary Academy Presentation Policy

Aims To establish high expectations and pride in everything we do both of ourselves and of the children. To create a clear and consistent set of guidelines for the presentation of childrens learning. Objectives To motivate each individual to present their work in the best possible way. To enable children to recognise work that is presented to a high standard. To ensure each child knows the standard of presentation that is expected of them. Teachers To create consistency in standards of presentation across the school. To provide a baseline for judging acceptable standards of presentation. Expectations for Teaching Staff Remember you are the most importable role model for presentation and high expectations! Use the resources available to you eg. On the IWB lines, grids to model good practice. All handwriting which is on display for the children on the interactive whiteboard, books, flip charts, display should be joined, legible, consistently formed and neat. All childrens work must be marked using the agreed marking policy. When sticking work/labels/headings in books ensure they are straight and cut to size. Make sure that children clear work surfaces and the floor before leaving the room to reduce waste of resources. If a child is away please ensure that their book is marked with absent and write the date and Learning Objective. Expectations for Children Use of pencils and pens Pencils should be used in all maths books and in draft work if appropriate. Margins in books and on paper should drawn in pencil if required.
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Pens should be used for written work as soon as possible from Year 3 onwards at the point where the teacher judges the childs handwriting to be sufficiently neat and fluent to be awarded a handwriting licence. Pens must be fibre tip. No ballpoint, biros or felt pens should be used. Felt pens should not be used in exercise books for underlining or illustrations although they can be used on paper at the teachers discretion. Expectations for Handwriting The Nelson scheme is the agreed scheme for teaching handwriting. Nelson font is the preferred style for all worksheets and hand-outs. Use the right size letters when you need to capital letters at the start of sentences and for proper nouns. Handwriting should be taught as per timetable and as an integral part of spelling and phonics lessons. It should also be modelled in every lesson. Expectations for Layout The date is written at the top on the right; the Learning Objectives on the next line on the left against the margin. The date and Learning Objectives must be underlined using a ruler. At the start of a new piece of work, miss a line under the last piece of work, rule off and start on a new line. Dont leave a blank page. Miss a line under the LO and start at the margin. Leave one line between each paragraph. If you make a mistake, draw one neat line through the mistake and start again do not over-write. Write ON THE LINE. Do not write in the margin. Layout in Mathematics Each page must have a margin 2 squares wide and drawn on the left hand side. If appropriate pages can be divided into two with a ruled line and a margin of 2 squares to the right of it. The previous piece of work should be ruled off with the date written in figures on the line below. The date and Learning Objectives should be underlined. All figures must be written neatly and clearly with one figure to each square. Each calculation must be clearly numbered with the number in the margin to distinguish it from working figures. There should be at least one clear square between each calculation, both horizontally and vertically. For solving word problems the actual sum should be set out. The answer should be written in a sentence where it clarifies a complex problem or where the focus is on maths vocabulary. Please see the Written Calculations Policy for further guidance. When using vertical layout, the answer should have ruler lines above and below an answer with the operation sign to the left or right in a separate column. Calculations involving decimals should see the point written in the centre of the square between the squares used for the units and tenths digits. Classroom Organisation and Resources All tables should have containers with the appropriate equipment: rulers, pens, pencils, colouring pencils. 25
Each room has wipe boards available for all the children. Children and staff should check the floor and other surfaces before leaving the room eg. at break time for spare equipment. Outcomes of Presentation Policy Children of all abilities are able to present their work to the highest possible standard increasing their confidence and self-esteem. There is consistency across the school in terms of the standard of presentation expected. Progression in presenting work between each class is evident and understood by all children and adults. Monitoring of Presentation Policy The Senior Leadership Team collects examples of childrens work on a weekly basis to ensure that the policy is being implemented consistently. This ensures that the policy leads to good practice in facilitating effective feedback, learning and teaching.
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BEHAVIOUR AND DISCIPLINE

Rights and Responsibilities
Rights and Responsibilities will be displayed in classrooms and around the school reflecting childrens rights and the responsibilities. The rights we focus on are taken from the UN convention on the rights of the child: Article 19: Children have a right to be safe Article 28: Children have the right to an Education Article 31: All children have the right to play. There are many other rights which children should be made aware of and encouraged to be responsible with and these should be referred to. The responsibilities that go with these rights should be drawn up with the children and should cover the following codes of conduct for all areas of school:
Pledge
At the beginning of each lesson each class should stand smartly behind their chairs and say the school pledge. The pledge focuses the children on trying to achieve their best at all times. Children should say their pledge with their right hand on the ARK Tindal badge. Good, better, best I will never rest.
Values
Class rules, rewards and sanctions should always be linked to the school values.
Achievement - We achieve the best we can every day. Scholarship Hard work and achievement are at the heart of our school. Perseverance We believe in ourselves and never give up. Integrity We do the right thing and choose honesty. Responsibility We look to ourselves to do what needs to be done no excuses. We treat
others as we want to be treated.
Enthusiasm We remain positive and show our positivity which gives us strength. Classroom rules
To be agreed on individual class basis but to cover our basic ethos and principles. Work Hard Be Kind Smile A lot
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INDIVIDUAL AND CLASS REWARDS

Reward Stickers: How does it work? Frequency Quick and easy rewards, using stickers, will be Daily issued to praise children for meeting expectations. Praise note home to parents Daily
Gold zone board
ASPIRE of the week.
Two people from each class who have Weekly demonstrated one of the ASPIRE values to an outstanding level will be awarded in whole school celebration assembly (ASPIRE Assembly)
Playground:
Playground staff will reward positive behaviour frequently and consistently, including lining up. The reward will be a token . The child will place in the class treasure chest. Playground staff will have a stock of tokens on them. Children with 100% weekly attendance and punctuality will be issued special stickers. Children with 100% half-termly attendance and punctuality will be issued a Headteacher prize. The best class overall will be rewarded.
Daily At the end of each half term, the tokens will be added up and the class with the most tokens will earn an extra play.
Attendance and punctuality:
Weekly at the year group assemblies (OTIS & TEA Bear) At the Celebration of Achievement assembly at the end of each half-term extra play.
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CONSEQUENCES
The zone board is used in the classroom children can move up and down the zone board and can earn the right to move back up the zone board. Scale of sanctions Stage Hierarchical Fastrack Sanctions All children to be given the option of requesting time out either to another place in the classroom/playground or to the school office (Time Out Buddy) 1 First instance of: Verbal warning Not settling/lining up quickly Not walking in line correctly Fiddling/fidgeting Not looking at the teacher Off task behaviour Lack of correct equipment Interrupting teacher when talking to the class
2 Repetition of stage 1 behaviour Incomplete home-learning Name moved down the after initial teacher intervention. Incorrect uniform traffic light system (amber) Pushing into line Silly noises Distracting other pupils Out of seat Calling out Interrupting other pupils Repetition of stage 1 and 2 behaviour Eating sweets/crisps Deliberately creating a disturbance Damage through carelessness Off-hand comments Minor challenge to authority Annoying other children Named moved down the traffic light system (red) Time out in parallel class (time = to age + 30mins) Apology to teacher and pupils. Time out form filled in and filed in pupil concerns folder. Class teacher speaks to parents to inform them their child finished on red.
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Repetition of stages 1, 2, 3 behaviour
General refusal to follow Name still on red instructions Swearing 4W to be filled in. Internal 1 hour exclusion from class. Discuss with parents. Apology to teacher and pupils/class, if appropriate
Repetition of stage 4 behaviour Deliberately throwing objects with the intention of breaking them Damaging property Leaving class without permission Repeated refusal to do set tasks Continued or serious cheek/challenge to authority
On discussion with Deputy Head child to be put on report Loss of privilege or playtime. Head teacher meeting with parents Formal letter to be sent home to parents. Apology
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BULLYING
The staff, children and any visitors to the school should be treated with respect, courtesy and consideration. We aim to reduce bullying in the school by: Identifying bullies Addressing the needs of individual children, both bullies and victims Providing a consistent response to bullies and their victims Implementing a system for dealing with different degrees of bullying Having clear agreement among all the adults involved on the steps forward Using standardised reporting sheets for bullying incidents Providing time during the Academy's in-service training programme to discuss issues associated with childrens physical, social and educational well-being Disseminating policies and procedures for bullying throughout the school.
New pupils are at particular risk of bullying. New Pupils should be introduced properly to school life and routines. Teachers should consider the needs of new pupils in the following areas: Introductions and welcomes Playtimes Codes of conduct Tour of the school Toilets Trays.
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INCLUSION/SEN
At ARK Tindal Academy we will:
Identify pupils with special educational needs Assess the nature and degree of their difficulties Support pupils through school action and school action plus Use resources and intervene appropriately Involve parents and professionals as appropriate Record and review actions taken and pupil progress Maintain or amend actions Develop, monitor, review and record an Individual Education Plan (IEP) designed to meet each pupils identified need.
School Action
When staff have identified a pupil has SEN, subject teachers in consultation with the SENCO must agree and devise necessary interventions. These may be in addition to or different from those provided by the standard curriculum. These children must be provided with an Individual Education Plan (IEP). Targets must be devised to support the childs development these targets must be agreed by the SENCO and should be consulted with, agreed and signed by the parents so that school and home can work together to support the child The SENCO will be responsible for monitoring and reviewing these arrangements.
School Action Plus

The SENCO, in consultation with subject and pastoral staff and the parents, asks for help from external services. Additional or different strategies are then agreed. The SENCO is responsible for further assessment, monitoring and reviewing the action taken.
EAL
We will work hard to ensure that pupils learn English quickly and thoroughly, working one-to-one and in small groups. Additionally, all our teaching staff will be specially trained to support EAL pupils in their classes. We will provide additional support to any child that needs it to reach expected achievement levels in this core subject.
Gifted and Talented

We want all our pupils to maximise their potential. We are not content with gifted and talented pupils simply achieving the expected level for their year. We will ensure they are challenged and supported to excel. Our full inclusion policy is available on the policies CD ROM and can be requested from the school office.
The ARK Special Educational Needs and Disability Policy

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At ARK Schools children with SEND are defined as those with persistent, identifiable educational or physical difficulties. Children who are below the expected level for their age because they are learning English, have been badly taught, are difficult to engage or have a non identifiable learning disability are deemed to have additional educational needs. Early identification
We identify children who have SEND through screening and assessment when they join the academy and, if there is a cause for concern, at any other time. Review and response
All children identified as having SEND have a specific individualised learning plan which is reviewed every six weeks and adjusted to meet their needs. Forensic teaching
We train our teachers to understand the needs of every child and to regularly, systematically and thoroughly review their progress. We expect all teachers to be teachers of every child and to adjust their teaching to enable all children to make progress. Meeting the needs of children with SEND is a whole academy responsibility; accountability at every level ensures we reduce the number of children on our SEND registers and who are excluded from our schools. High impact intervention
We support the use of high impact teaching programmes and techniques to enable those who have fallen behind and those with identified needs to make the required progress. High expectations
All children, regardless of SEN, are expected to make progress in line with ARK's expectations. Children with statements of SEND are given the support and challenge they need to make the best possible progress.
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WORKING WITH FAMILIES AND THE COMMUNITY

Staff should always:
Keep in mind that the impression people gain of the Academy is often synonymous with the impression they form of individual members of staff Speak positively about the Academy and its achievements in all company Speak positively about the Academy students in all companies Speak honestly about the Academy in terms of emphasising both its genuine achievements and its commitment to continuous improvement Treat all visitors to the Academy with the utmost courtesy and respect, regardless of the circumstances of the visit and their own behaviour.
Staff should never:

Speak negatively about the Academy or its students At any time act in a way which risks bringing the Academy into disrepute Speak to representatives of the media without first clearing it directly with the Headteacher.
External agencies
The Academy works with a wide variety of outside agencies.
Social Care
All enquiries from social services should be referred to the Inclusion Coordinator. If any pupil mentions there is social services involvement with the family, Inclusion Coordinator should be informed. No pupil should be referred to social services or recommended to go to them without prior consultation with Inclusion Coordinator.
The police
The Headteacher should always be informed if the police are called to the premises. If the police wish to speak to any pupils, the Headteacher must first be informed. In almost all circumstances, parental permission must be obtained before pupils can be interviewed at the Academy. A member of staff should be with the pupils throughout any interview.
Advice and support for pupils on the code of practice

Pupils in the Academy are supported by outside agencies, and visits are usually arranged through the SENCO. Staff are asked to be sensitive and co-operative when pupils have to be withdrawn from lessons for sessions with these visitors.
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Visitors
The school runs a comprehensive programme of holding coffee mornings, open learning afternoons, parent-toddler groups, open days for prospective parents, and days in which visitors are invited to have lunch with the pupils. A calendar of these events is published at the beginning of the school year and will be available on the schools website. Any visitors are welcome, but must be authorised by the Headteacher in advance. All visitors must report to the school office on arrival and sign the visitors book. All visitors are requested to wear a visitor's badge. Visitors must never be left alone with children, even if they have enhanced disclosure.
Parent engagement
Parents and carers have a crucial role to play in promoting good behaviour. Parents should be treated with courtesy and respect at all times. The school will communicate regularly with parents through: A weekly newsletter from the Headteacher Home Learning information from the class teacher each week Parent/teacher pupil conferences All parents will also have the email address of their child's teacher as well as the school's phone number. All staff should commit to responding to any message, phone call or letter within 24 hours. All communications sent through or from the Academy should: Include important information such as your name, position and contact details Use clear and accessible language Be accurate, factual and objective, both about individuals and organisations Be polite, respectful and non-judgemental Not include any abusive, inflammatory or otherwise offensive content Be constructive even if the content is negative Be as concise as possible Indicate clearly what response is required Take into account, parental EAL, illiteracy, or visual impairment. Parents are asked to express whether they have any difficulties with written English at the beginning of the year. A record of this will be held on the school server to allow you to select appropriate resources as needed. Remember to make a copy of any correspondence between you and a parent/carer.
Meeting Parents
Staff should also be available to meet with parents, both formally and informally. Unless there is a very strong professional reason for doing so, staff should not meet or telephone parents/carers outside of school hours. Meetings should not take place off the premises.
Parent Complaints
Parents are encouraged to talk to teachers if they have any concerns, however trivial these might be. 35
If you feel unable to deal with a particular issue, please speak to the Headteacher who will arrange a joint meeting. The full complaints policy is available at the school office
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School Commitment
Teaching and Learning: pupils deserve the highest possible standard of teaching and support to help them learn. Place and emphasis on English and mathematics to ensure mastery Provide an enriched curriculum which challenges and motivates Use regular assessment to track pupil progress To ensure early prevention for those children experiencing difficulties
Home Commitment
Take an interest in what their child is learning Support the schools philosophy of high expectations for all Participate, where possible, in class activities and off-site visits
Pupil
Come to school ready to learn Work hard in all lessons Complete their home learning everyday
Attendance: pupils have the right to education and parents have a legal responsibility to make sure children attend regularly.
Contact parents on the first day of unknown absence Contact parents of children who regularly arrive late for school
Make every effort to make sure that Attend school every day and their child will attend school every arrive on time day and on time Inform the school as soon as possible about any absence and the reason for it Wherever possible, avoid taking children on holiday during term time
Behaviour and Attitude: pupils learn best in an orderly environment where everyone knows what is expected of them.
Have a code of behaviour which Give praise at home for good Keep school and class rules creates a safe and caring behaviour and attitude at school Have a positive attitude to environment for everyone Work with the school to find solutions learning and school Make sure that all staff, pupils and in cases of unacceptable behaviour parents know what behaviour is expected Consistently implement the code of behaviour, sanctions and rewards Encourage staff and pupils to have a positive attitude to learning and caring
Home Learning: learning at home has an important part to play in helping pupils to achieve.
Keep parents informed about the home learning schedule Provide suitable materials and advice on home based activities and how to help Mark home learning promptly and give constructive feedback
Encourage their child in home learning and sign the school diary everyday Encourage their child to read everyday Encourage their child to practice playing their musical instrument everyday (if appropriate)
Complete all home learning set and return it to school on time Read everyday Practice their instrument everyday (if appropriate)
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Communication: good communication between home and school is essential to make sure that pupils get the support they need.
Be opening and welcoming at all times and offer opportunities for parents to become involved in school life Make sure that parents have information about their childs progress, behaviour and general school matters Make sure that parents are informed about what their child is learning Arrange for parents to discuss and set targets for their child Make sure they listen to parents concerns and do their best to help
Tell school about anything that may affect their childs learning or behaviour Attend parent evenings Raise concerns promptly and directly with the school
Take letters home, notes and reports from school and give them to their parents Talk with parents and teachers about any worries in school
Preparedness: being prepared for learning is essential to learning and is a valuable life skill
Ensure that our teachers plan all lessons they teach Have the material sand resources available for rich learning to take place
Make sure their child wears the correct uniform everyday Make sure their child comes to school with the necessary equipment and books
Wear the correct uniform everyday Come to school with the correct equipment and books
COMMITMENT TO ACHIEVEMENT
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SAFEGUARDING THE CHILD

All staff have a responsibility and duty to report any suspected cases of child abuse to the Headteacher who is also the child protection officer and the schools Inclusion co-ordinator. Staff must: Ensure children are informed of their rights to be free from harm and feel confident in talking to staff if they have any concerns Ensure that the taught curriculum promotes self-esteem and social inclusion and addresses the issue of child protection in the wider context of child safety in general Ensure the creation of an open culture which respects all individuals' rights and discourages bullying and discrimination of all kinds
All child protection records must be kept separately from the school records and under strictly confidential cover. If a child moves to another school, then such records must be forwarded to the new school urgently. On rare occasions teachers may hear of suspected abuse to a child not known to them or other colleagues in the school. Even though the teacher has no direct knowledge of the situation, it is nevertheless essential that the allegation is brought to the attention of the Headteacher in exactly the same way as other cases of suspected abuse. Occasionally there are allegations made against staff. Although such incidents are rare, it is important that suspicion of a member of staff having been involved in the abuse of a child is reported to the Headteacher and normal disciplinary procedures followed. In the event that the Headteacher is suspected, the staff member concerned should report it to the schools Headteacher.
The person responsible for Child Protection is Penny Webb Responding to concerns
If a member of staff has general concerns about a child's welfare, these should be raised with Rebecca Garratt, Headteacher, who will raise them with parents/carers at an early stage in an attempt to work together to remedy the situation. If concerns persist over a period of time, the Academy may consult with the Social Services Department to discuss a way forward. If the Academy receives information which suggests a child may have been abused or neglected or abuse or neglect may be likely, then it will consult with the Social Services Department. In these circumstances the Social Services Department may decide to begin a child protection investigation, in which case its procedures will apply. If the Academy receives information about a child which suggests that s/he has been actually abused or neglected or that this is likely, it will immediately refer these concerns to the Social Services Department or Police. (NB a referral or consultation with the Social Services Department is an expression of concern about a child's welfare, not an accusation or a presumption of responsibility.) If, in the course of an investigation, the Social Services Department or Police wish to speak to a child, without parental knowledge or consent - in order to explore concerns and determine whether there are grounds for further action - the Academy will normally support this request.
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There are no circumstances under which the Academy will allow a child to be removed from the premises, other than with : o Parental consent o An order of the Court or a Police Protection Order o The child's own consent (providing the child is of an age/understanding to give informed consent) To avoid any misunderstandings, parents/carers of children who sustain accidental injuries which result in cuts/bruises/fractures should inform the Academy on the next working day. In all cases, parents/carers will be informed of what has happened, at the earliest opportunity consistent with the child's best interests. In all of the above circumstances, the Academy will keep a confidential record of concerns/actions.
Abuse of one child by another

In the event of physical or emotional abuse of one child by another, this will be taken seriously and dealt with through the school's behaviour or anti-bullying policies, as appropriate. If a child is being bullied by a sibling who is not a fellow student, then the Academy in the first instance will inform the children's parents/carers of its concerns. If the problem persists then the Academy will refer its concerns to the Social Services Department. In all matters of suspected sexual abuse, whether victimisation or perpetration, the academy will refer its concerns to Social Services.
Child protection conferences

If students become the subject of child protection conferences, then the Academy will be represented and will provide information about the child and her/his family. Usually this will be in the form of a written report, the contents of which will be shared with parents/carers prior to the meeting. Where the Academy provides a verbal report, again parents/carers will be informed what is to be said prior to the conference. Occasionally, the Academy may have information which is confidential and which will be shared in a closed session. Should this be necessary, the Chair will discuss the matter with parents/carers. When any child becomes the subject of a conference, local procedures require that all the other children of the family are considered. In such cases, the Academy will provide information on children about whom there appear to be no direct concerns, subject to the usual procedures on disclosure of information. The Academy will contribute to the process of risk assessment and the decision about registration of children.
Child Protection Registration

When a student's name is added to the Child Protection Register, the academy will be represented on the core group and play an active part in the creation and implementation of the child protection plan. For as long as a child's name appears on the Register, s/he will be supported by the school and her/his progress will be monitored. The Academy will keep a confidential record of the child's progress and any further concerns (should they arise) and share this information with other members of the core group, in order to evaluate the progress of the child protection plan. Should the Academy receive information that a child, whose name is appears on the Register, has suffered further abuse or neglect, this will be referred immediately to the child's key worker. 41
Confidentiality
Should the Academy receive information from any source that a child has suffered abuse or neglect or may suffer in this way other than incidents which would routinely be dealt with within the Academy - it will pass this information to the Social Services Department, whether the child is a student at the Academy or otherwise. If any person wishes to share such information with the Academy, they must be aware that it will not be possible to guarantee confidentiality although, depending on the circumstances, it may be possible for the information to remain anonymous. When a childs name is added to the Child Protection Register, this information will be shared -on a 'need to know' basis only - with the minimum number of staff necessary to ensure the child's safety and welfare. The Academy will ensure that the confidentiality of information is maintained by keeping records in a safe and secure place with access strictly limited. All records of a child's progress while the subject of registration will be kept similarly secure. If a child whose name appears on the Child Protection Register transfers to another school, the key worker will be notified and the Academy will arrange for the transfer of the child's records, including information about registration. The key worker will then notify the new school of the next core group meeting to enable responsibility for monitoring the child's progress to officially transfer. If a child, who is no longer the subject of registration, transfers to another school then information about past registration will not be transferred. The information relating to this child will be retained in line with the policy on retaining records. A child's name can only be removed from the Child Protection Register by a child protection review conference. The Academy will be represented at these meetings and will be involved in the process of risk re-evaluation and the decision regarding deregistration. In line with the policy above, the Academy will share with parents, prior to any review, the information they intend to present. All allegations against any member of staff, which have implications for the safety and welfare of children, will be taken seriously and investigated in line with agreed Child Protection and Disciplinary Proceedings Policy. When concerns come to the attention of Academy staff they should refer to the separate procedures on how to progress these. Members of the public who have concerns should speak to the Headteacher, or if it is the Head Teacher who is the cause for concern, the Chair of Governors.
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STAFF
PERFORMANCE MANAGEMENT STAFF PROCEDURES PLANNING, PREPARATION AND PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT AT ARK TINDAL ACADEMY PROBLEMS WHISTLE BLOWING
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PERFORMANCE MANAGEMENT
All staff will go through the performance management cycle. Line Manager as per staffing structure. 1. September: Achievable targets will be set. 2. Each half term staff will be observed based on their classroom practice and will receive formal feedback. 3. July: Targets set in September will be reviewed.
Objective Setting
The objectives set will be achievable, fair and equitable in relation to staff with similar roles/responsibilities and experience. In setting the objectives, the reviewers will have regard to what can reasonably be expected in the context of their roles, responsibilities and experience. Objectives will, therefore, focus on the priorities for each staff member.
Reviewing Progress
At the end of the performance management cycle, assessment of performance against objectives will take place. Progress towards the achievement of an objective which the reviewer and reviewee recognise as challenging will be assessed favourably. For teachers applying to cross the threshold to the upper pay scale and who are being considered for movement on the upper pay scale, a satisfactory review statement will be taken as evidence of sustained and substantial achievement and contribution, notwithstanding any absence of a positive pay recommendation. Reviews will take into consideration the development of staff within the context of the schools improvement plan and their identified professional needs.
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STAFF PROCEDURES
Staff Lateness/Absence
Every member of staff will be issued with a swipe card/fob which will allow them access into the building and into staff only areas. All teachers are required to attend the staff briefing at 8:40 each morning. The school will be opened by the premises manager no later than 7:45 each morning.
Lateness
Teachers are asked to notify the Headteacher or the office ccordinator if they expect to be late, so that necessary arrangements can be made.
Absence
If you are too ill to attend work, please telephone the Headteacher in person between 6.00am and 7:00am. You should confirm by 2:00pm whether you will be returning to work the following day. If you are absent for more than one day, please ensure the office is informed of the likely period of absence at the earliest opportunity. If you are absent for more than a week (seven calendar days), you must obtain a medical certificate that will cover your absence from the 6th working day onwards. Further doctors certificates should be submitted to the Headteacher at least once a month and on your return to duty, unless a doctors certificate had been issued earlier which specified a return date. When you return to work, you must complete and return a self-certification form to the administration officer, along with any supporting evidence (medical notes etc). This information will be kept on file. All staff returning to work after an illness will also have a return to work interview with their Line manager. If you are sick during your PPA or NQT day, this time will not be re-allocated on your return. A staff return is sent to ARK every week. Failure to follow the above guidelines may lead to a loss of pay.
Leaving the premises

If you need to leave the building for any other reason, please inform the Headteacher and the school office. You must also sign in and out of the staff register. Staff must consult the Headteacher before taking any children off site. Forms outlining the nature and length of the visit must be completed by the teacher and signed by the Headteacher. Please seek advice and forms concerning visits and the necessary risk assessments from the EVC Lead.
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Cover
Cover is arranged by the Deputy Headteacher and is recorded in the school diary. The school diary and notice board will inform staff who is required to cover for absent colleagues. Please check at regular intervals during the day as circumstances often change. Please ensure that your cover work folder is up to date and that your weekly planning is easily available for use by the cover teacher.
School Communication
The following mechanisms are used to ensure effective communication within the school: Daily staff briefings The notice board in the staff room will be used to communicate important information including staff absence, cover and changes in rotas etc. Please check this regularly throughout the day The school diary is kept electronically on Outlook. Please ensure that you enter dates relating to courses, class trips etc. Entries must not be deleted. If dates change or an event is cancelled, add a brief note explaining the change/cancellation Email address: each member of staff will be given an ARK email address. This is an important means of communication - please check it daily School Intranet Pigeon holes are located in the staff room. Please consult your pigeon hole every day. Copies of planning sheets, late letters and absence letters are also available in the school office. Letters and information to be given out to students, as well as general mail, will be placed in each teachers in-tray.
Confidentiality
Everyone working at the school has a duty to respect confidentiality. This means that paperwork which includes confidential material must be treated with care, especially if an individual from outside the school is examining the contents of a file. Where a work area is left unattended, paperwork considered private or confidential should be put away Information of a confidential nature, being forwarded or sent, must be placed in a sealed envelope marked Private and Confidential" Urgent requests for information received over the telephone should be treated with caution, particularly where names and addresses may be disclosed. If in doubt about someone on the telephone, or their request, call them back to verify their identity or speak to the Headteacher before passing on any information Pupil and staff names or addresses must not be revealed either verbally or in writing All staff and pupil records are kept in a locked cabinet.
Induction of New Staff

All new staff will have a meeting with the Headteacher in the first week of the new term. In addition to this, a member of the teaching staff will be nominated to take a key role in the induction of newly qualified staff and student teachers.
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The Headteacher will ensure that new members of staff and newly qualified teachers have the following documents: Timetables, duties and class lists Staff handbook Whole school policies and procedures Curriculum and schemes of work Storage and facilities Introduction to other colleagues and tour of the school. Newly qualified teachers will take part in the induction scheme, supervised by the Headteacher. As part of the programme, NQTs will have opportunities to attend off-site meetings arranged through the Local Authority, visit other schools, meet regularly with a mentor/Headteacher, attend school based induction sessions and observe lessons.
Staff Support and Development

Our staff support and development is clearly identified through a highly structured ten year plan. All staff have line managers who are responsible for ensuring staff development and having a dialogue about evidence and portfolio development. Individual staff development and whole school development are not seen as separate issues in ARK Tindal Academy.
Staff development needs are identified through:

ARK Tindal Academy Development Plan Departmental Plans Performance Review Process Lesson Observation Feedback Coaching Mentoring programmes for new staff or promoted staff
Lesson Observation
Lesson observation is at the heart of our teaching staff development programme as we all learn from each other. Observing other teachers and being observed with feedback in light of the evidence gleaned, is perhaps the most powerful tool for improving our craft. One lifetime is not enough to become an outstanding teacher but by observing and being observed we can accelerate our progress and thus in turn the progress of our pupils. The primary role of lesson observations is to enable all members of ARK Tindal Academy to get better. To this end there will be a termly observation cycle which will ensure that all teachers observe and are observed with a specific school focus. These observations will in turn feed into School Improvement Plans and the SEF. All staff will have an instructional lead who will observe for 15 minutes every week and then provide a coaching session weekly. All staff have a formal commitment to observe each others practice, reflecting on that practice and offering quality feedback. Line managers need to ensure these requirements are fed into the planning process. Observations will be undertaken in a variety of ways: 1. Formal lesson observation:
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full hour focussing on a teacher rather than a topic. these are always written up and graded a rota will be drawn up and published a week in advance in the staff bulletin all require swift developmental feedback observed and line managers have a copy and one is kept centrally for our evaluation of overall teaching and learning standards NQTs do not grade lessons, but are expected to write up all lesson observations and to give feedback as part of their professional development
2. Learning walks: these are much more frequent and can take place in a variety of ways: a quick walk through and chat with students, mainly for a presence or oversight of behaviour and a general are they on task? at least 10-15 minutes in a variety of classrooms to gain an oversight of an issue or topic or for co-training purposes. These are a particularly effective way to develop observational skills e.g. line manager with a coordinator or a coordinator with a member of staff. 3. Instructional Leads: Observed 15 minutes every week A small very precise professional development goal is set Weekly coaching and role play in order to achieve the PD Goal
Support and Operational Staff

All new support staff require formal induction and it is for the line manager to ensure that a programme is put in place. This includes an understanding of the ARK Tindal ethos along with the requirements of the role. Line managers need to ascertain at performance review the training requirements of support/operational staff. New Learning Support Assistants shadow a more experienced colleague for a week and also attend external initial training if unqualified. Targets are then set every two months and reviewed every six months and this process leads to a City and Guilds qualification. New administration staff are given a full induction programme that includes work shadowing and full induction into school routines and procedures. It is policy that as they progress in the role they learn new jobs so that a back-up is always in place and thus the issue of succession management is addressed. New premises support staff, including cleaners, are inducted into school routines and given health and safety training. New ICT Technicians shadow a senior ICT Technician as part of their induction programme. In addition they are inducted into full the routines both the academy and all aspects of the ARK network.
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Other New Technicians are given induction programmes specifically geared to the areas they will be working in for example Science, Technology or Art.
The Programme
In- House The extensive in-house staff development programme is published termly. Our training sessions aim to be of the highest quality and sessions are targeted to specific staff needs as identified in the Academy and Departmental Plans. Evaluating the Impact We strive to ensure good learning is reflected upon and disseminated. All external training requires a formal feedback session with the line manager. Learning points need to be disseminated more widely and trainees and line managers need to think about possible inhouse training or write up for the bulletin from particularly useful external training. Evaluation of in-house provision will be an ongoing process throughout the year. It is important that we are honest about what is working or not working well in training. T&L Leads ensure that good staff development impacts on teaching and learning through: lesson observation formal feedback from external courses sharing good practice at departmental meetings evaluative feedback through performance review Research and Development As a learning institution we must be able to demonstrate the impact of our work. All our developments should begin with the evaluation strategy. How do we assess impact? What was the learning? We can then share with each other and with the wider educational community. Hattie states that the most effective teachers are those ... who constantly seek evidence to elicit what they need to do to become better, who use assessment and feedback to find out about the effects of their teaching, who deprivatise the teaching acts and share information and dialogue about teaching. As Hargreaves states all intellectual capital is free. The circle is then complete with discussion and feedback into our learning. A good school We know we are in a good school when the four following things happen: Teachers talk about teaching and learning; Teachers observe each others practice; Teachers plan, organise, deliver, monitor and evaluate their work; Teachers teach each other Judith Warren Little. The Power of Organisational Setting (1981)
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PLANNING, PREPARATION AND PROFESSIONAL DEVELOPMENT

WE LEARN BEST WHEN WE LEARN TOGETHER Staff development is central to the cultivation of a reflective, skilled and motivated staff who are able to offer the best possible services to students. As such, there is a total commitment to continuous high quality professional development for all who work in ARK Tindal Primary Academy: Teachers, support and operational staff. There is a holistic approach to staff development and our policy is to ensure all those working in ARK Tindal Primary Academy understand and act upon the dynamic linkages between staff development, performance management, academy and departmental planning, whole school evaluation strategies and the continuing improvements for all learners.
What are the main components of professional development?

Induction Line management support/knowledge/discussion Performance review - identification of needs Sequential planning of training/support Coaching/mentoring In house training based on learning and teaching needs or delivery needs for operational staff Culture of observation External visits/courses/quality feedback School based research/case studies/evaluations
Everyone is both a learner and a trainer. Indeed we learn through training, we believe this in itself is a development exercise. All meetings should begin with sharing items of good practice. The school is committed to ensuring all staff are equipped with the tools, skills and knowledge to fulfil their role at ARK Tindal Primary Academy. The following times have been committed to planning, preparation and professional development: Teaching staff will have a dedicated weekly block of non-contact time for PPA which they will have with the teacher in their year group. Blocks will take place at either 9.45am 12.00pm or 1-3.15pmpm. PPA must be taken on site unless in exceptional circumstances which must be agreed with the Headteacher. NQTs will receive a further block which is their dedicated time for training and development. All staff will participate in five inset days during the academic year, the Summit and two hub days as well as a two week summer training programme at the end of the year. All teachers who have responsibility for an area of the curriculum will receive leadership time based on a rota basis over each half term. Time allocated will reflect the work load of each area. Additional time needed must be negotiated with the Headteacher.
51
Courses during term time

Please talk to your line manager if you would like to take a course during term time. Application forms must be completed (including the cost of the course), signed and the provisional dates entered into the school diary. Line managers will require the headteachers permission. Teachers attending courses during school time must ensure they have the necessary cover work prepared for their class. If a course takes place during their allocated planning, preparation and assessment time, it may not be possible to offer alternatives, although everything will be done to try to accommodate this.
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53
PROBLEMS
Grievances
This procedure applies to all employees of ARK Schools. It is not a substitute for good employment practices, and every effort should be made by all parties to resolve grievances without invoking this procedure.
Aims of the Procedure

(a) (b) (c) (d) To enable any employee to have a legitimate grievance heard; To resolve grievances quickly and equitably; To determine grievances as close to their source as possible; To encourage a harmonious working environment.
The Procedure
The timescales referred to below may be varied by mutual agreement.
Informal Stage
An employee should first raise a grievance orally with their immediate manager. If the grievance relates to the employees immediate manager, or to the small school head teacher or Headteacher, the next stage of the grievance procedure may be invoked immediately. The manager will meet the employee to discuss the grievance within 10 working days of receipt of the complaint. A decision will be communicated to the employee within a further 5 working days of this meeting, normally orally. The manager should keep a written record of the matter. If the employee remains aggrieved, or where the manager has failed to respond to the employees concerns despite a written request to do so, the next step is for the employee to write to the small school head teacher (or to the Headteacher in relation to the small school head teacher or the Chair of Governors in cases involving the Headteacher), giving full details of the complaint and the redress required, within 10 working days of notification of the immediate managers decision.
Grievance Hearing
The small school head teacher or other appropriate senior manager will write to the employee giving details of the hearing, which will normally take place within 10 working days of receipt of the grievance letter. The letter should inform the employee of their right to be accompanied by a trade union representative or work colleague
54
The Headteacher or finance director will hear the grievance, accompanied by another member of staff or an ARK Schools representative if this is considered appropriate. The person hearing the grievance will normally conduct preliminary investigations prior to the hearing, but may also decide to adjourn the hearing (for up to 5 working days) if necessary to complete these investigations. The decision will be communicated to the employee, in writing, within 5 working days of the hearing. The employee must be notified of their right to appeal. Where a grievance is against the Headteacher, a governor other than the Chair of Governors will conduct the grievance hearing. In such instances the employees right of appeal will be to the Chair of Governors and a representative from ARK Schools. If, following this stage, the employee remains dissatisfied with the decision, he/she may register an appeal. This must be done by writing to the Headteacher (or Chair of Governors if the grievance was against the Headteacher), within 5 working days of receipt of the decision.
Appeal
The Headteacher will write to the employee, giving details of the appeal hearing, which will normally take place within 15 working days of receipt of the employees appeal. The letter must inform the employee of their right to be accompanied at the appeal hearing by a trade union representative or work colleague. The Headteacher and a representative from ARK Schools will hear the appeal, which will focus on specific reasons for not accepting the previous decision and will not be a re-hearing. The panel may invite advisers as appropriate. The Headteacher will communicate their decision, which will be final, in writing to the employee within 5 working days of the appeal hearing. This decision must be communicated to the Governing Body.
Harassment General
ARK Schools is committed to the elimination of discrimination on the grounds of sex, transgender status, sexual orientation, religion or belief, marital status, civil partnership status, age, race, colour, nationality, national origins, ethnic origin or disability. It is the right of every member of staff to work at an ARK school without fear of harassment. ARK Schools recognises the problems associated with harassment and is committed to providing an environment in which all individuals can operate effectively, confidently and competently. If a complaint is brought to the attention of management, it will be investigated promptly and appropriate action taken. 1. Definition of Harassment 1.1 Harassment is any conduct which is unwanted by the recipient, or which affects the dignity of any individual or group of individuals at work. Harassment may be 55
repetitive or an isolated occurrence against one or more individuals. It can take a number of forms from, for example, bullying and overt physical contact through to subtler forms creating an unpleasant and intimidating environment at work. 1.2 Harassment may include the following:
i Physical: contact (touching, patting, assault), gestures, intimidation, aggressive behaviour ii Verbal: unwelcome remarks, suggestions and propositions, malicious gossip, insults, personal jokes and banter iii Nonverbal: offensive literature or pictures, graffiti and computer imagery, isolation or non co-operation and exclusion from social activities. 2. Responsibilities 2.1 It is the duty of every member of an ARK school to take responsibility for their behaviour and modify it, if necessary, as harassment is not acceptable under any circumstances. In the event of a failure to do so, disciplinary action in accordance with ARK Schools disciplinary procedure may be a consequence and anyone found responsible may also be held personally liable should the person who has been harassed undertake legal proceedings. In communicating this to staff, managers are required to ensure that the policy is effectively applied and that harassment does not occur. Failure to do so could result in disciplinary action of the manager in accordance with the disciplinary procedure. Anyone experiencing harassment has the right to avail themselves of the procedure on harassment, irrespective of the right which may exist to pursue the matter through an Industrial Tribunal or a Court of Law. 3. Training
3.1
2.2
2.3
Training will be available, as appropriate, to all managers to ensure that they gain the knowledge, skills and awareness necessary to operate ARK Schools policy efficiently and effectively. The harassment policy will be incorporated into training wherever appropriate; for example, induction and management development programmes.
4. Supportive Framework 1.1ARK Schools recognises that making a complaint of harassment is likely to be a distressing experience and that it may be difficult for individuals to raise complaints directly with line managers. Accordingly, the Headteacher shall designate a member of staff to act as the schools Welfare Manager. Individuals may approach the Welfare Manager to raise the matter of the alleged harassment on their behalf. 1.2 The Welfare Manager will provide support and assistance to the complainant during this stressful time. Support and assistance will also be extended to the alleged 56
harasser, if requested. 1.3 The Welfare Manager will have no role in formal investigations or be a source of evidence in any proceedings, since all discussions between the Welfare Manager and individual(s) are confidential. The Welfare Manager may not reveal any matters discussed to another member of the school staff, the Headteacher or a member of the Governing Body. 5. Time Limits
5.1
Under the Equal Opportunities legislation, individuals may bring Employment Tribunal claims within three months of an alleged incident. ARK Schools requests that individuals who do submit an application ask the Employment Tribunal to defer any proceedings pending the outcome of the ARK Schools investigation. 6. Dealing with Complaints of Harassment
6.1
The following procedure has been designed to deal with complaints of harassment which need to be handled in a sensitive manner. The procedure therefore seeks to ensure minimal stress for the complainant, timely resolution of complaints, and a degree of flexibility appropriate to individual circumstances. At all stages of the procedure, the need to maintain confidentiality will be paramount. Information circulation will be minimised to that which is necessary to ensure a fair investigation and hearing. This procedure is separate from the disciplinary procedure, which may be used if the results of this investigation establish a case for disciplinary action.
6.2
6.3
6.4
If at any stage in this procedure an individual does not receive a response to a formal complaint in accordance with the specified or agreed time limits, or where the response is inadequate or inappropriate, the individual is entitled to raise the matter under the ARK Schools grievance procedure. 7. Details of Events
7.1
It is important that anyone who believes they have suffered or are suffering from harassment should keep notes of the details outlined below for each incident and that the notes are made as soon after the event as possible. Detailed notes should include the following: i ii iii iv v vi vii viii date time place name of person allegedly harassing them what actually happened how the victim actually felt at the time name(s) of any witness(es) action taken and whether reported to management 57
7.2
7.3
Any correspondence relating to the incidents and subsequent complaints should also be retained. 8. Informal Resolution - Stage 1
8.1
Every effort should be made to resolve the issue informally in the first instance if this is possible and appropriate. As soon after the incident as possible, the individual should discuss the incident with the alleged harasser in order to indicate that the incident is not welcomed and should stop. If the complainant is too embarrassed to speak directly to the alleged harasser, this could be done by writing to them. The complainant should make a note of the action taken. Alternatively the complainant may seek the help of the Welfare Manager. If the individual is unable to resolve the problem, either personally or with the assistance of the Welfare Manager, they may contact the line manager for advice. If the line manager is the person against whom the complaint is being made, the individual may refer the matter to the next manager above. Where the individual indicates that they would prefer to discuss the matter with a person of the same gender and/or race, this will be arranged by the Welfare Manager whenever possible. Any discussion will be confidential and no further action will be taken without the consent ofthe individual concerned. In some cases, the allegation may be so serious as to require immediate action; for example, it involves a criminal offence or serious misconduct. In such circumstances, ARK Schools may be compelled to take action irrespective of the individual's wishes. The courses of action open to an individual following an attempt to resolve a problem formally include: i to take no further action at this stage but to record any future incidents, as recommended above, and to keep the situation under review, enabling the individual to seek further advice in the future if necessary; if the offender has not already been approached, to ask the person to stop the offending behaviour and again keep the situation under review; or to make a formal complaint as outlined in Stage 2.
8.2
8.3
8.4
ii
iii
9.1
9. Formal Complaint - Stage 2 This may be used where: i ii the complainant regards an attempt at informal resolution as inappropriate; or the informal attempts at resolution have been unsuccessful.
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9.2
An individual wishing to make a complaint of harassment should put it in writing and submit it to the Headteacher. The letter should specify that it is a formal complaint giving details of the incident(s). Once an individual has instituted a formal complaint, the Headteacher should appoint a member of staff to conduct a formal investigation. That person should not be connected with the complaint in any way. It may be necessary for the Headteacher to appoint a second person to assist in the investigation to reflect the nature of the complaint in terms of race, sex or disability.
9.3
10.
10.1
Police Involvement
In cases of an alleged assault or alleged behaviour that is considered to be a criminal offence, ARK Schools may contact the Police.
11.
11.1
Investigating a complaint
The investigator is required to protect the rights of both parties involved and ensure that both are entitled to a full and fair opportunity to submit their version of events. The person against whom the complaint has been made should be informed of the nature of the complaint and sent a copy of the complainant's letter. They should also be given details of the procedure involved and advised to seek representation. Line managers are expected to cooperate in releasing staff from their normal duties to participate in the investigation, as required.
11.2
11.3
12.
12.1
Time Limits
The investigation should normally be completed within ten working days of the complaint being received. On occasions, it will not be possible to keep within this timescale. In such cases, the complainant and the alleged harasser must both be kept informed of any need for an extension and the likely timescale for completion. Possible Suspension or Redeployment during an Investigation In order to relieve the stress and pressure on one or both parties and to prevent the risk of further incidents and to prevent victimisation, it may be necessary: i to suspend the alleged harasser, or both parties; (suspension under this procedure does not constitute a disciplinary action and so is on full pay.) to redeploy temporarily one or both parties; or
12.2
ii
(the complainant should be given the choice, though normally the alleged harasser would be redeployed first.) iii to grant special leave.
13.
Right of Representation
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13.1
Both the complainant and the alleged harasser may be accompanied and represented by a work colleague or trade union representative throughout the formal consideration of a complaint.
14.
14.1
Meeting the parties involved

Those investigating the complaint should meet the complainant and the alleged harasser separately, along with their respective representatives. Detailed written statements will be taken, which should be signed by the relevant parties. Both parties should be given the opportunity to nominate witnesses to be interviewed.
15.
15.1
Meeting with Witnesses

Those investigating the complaint should meet anyone else who was present at the time of the alleged harassment or who has relevant information. Notes of these meetings should also be taken and signed by the witness(es). Further interviews may need to take place to clarify or gain further information. Those investigating the complaint also need to ensure that they have collected all relevant written materials.
16.
16.1
Consideration of Information
Those investigating the complaint should, on completion of the investigation, review the material collected and decide whether the complaint is substantiated. The complainant's appearance, sexual orientation and ethnicity must not be taken as relevant information. In some cases there will not be any witnesses and it will be one person's word against another's. In these cases, consideration should be given to whether, on the balance of probabilities, the incident(s) actually occurred.
16.2
17.
17.1
Outcomes
The action to be taken following the investigation will depend on the conclusions reached on consideration of all of the facts. If the allegation has not been substantiated, the investigator(s) should issue a statement outlining their conclusions. Where the investigation of complaint has damaged the working relationships, then the Headteacher should consider transferring or rescheduling the work of one of the employees concerned, rather than requiring them to continue working together against the wishes of either party. If the investigator decides that disciplinary action may be justified, the matter should be referred to the Headteacher for a hearing under the disciplinary procedure. The above investigations will, in these circumstances, replace the investigation stage provided for within the disciplinary procedure. The stages that follow will be as set out in the disciplinary procedure. The alleged harasser will then be entitled to a full hearing of the allegations in accordance with disciplinary procedure.
17.2
17.3
17.4
If the investigator upholds the complaint but decides that disciplinary action would not be justified in the circumstances of the case, the investigator may recommend that: 60
one of the parties should be transferred; - (The complainant should, wherever practicable, be allowed to choose whether they wish to be transferred to another department on either a temporary or permanent basis. If the complainant wishes to remain in their current post, the harasser should be transferred.) the harasser should be required to attend an appropriate training course; arrangements should be made for both parties to work as separately as possible; or the complainant should be granted a period of compassionate leave.
ii iii iv
18.
Monitoring
18.1 If a complaint is upheld, the Headteacher should ensure that the situation is monitored to ensure that the harassment has stopped.
19.
19.1
Recording Information
After the complaint has been heard the following storage arrangements should be followed: i where the complaint is informal, no record will be kept on personal files but a central school record is needed for monitoring purposes; where the complaint is not substantiated, then no record will be made on the alleged harasser's file. However, any documents made during the course of the investigation should be retained separately by a representative from ARK Schools HR; where the matter proceeds to a disciplinary hearing, the storage of records should be in accordance with the disciplinary procedure.
ii
iii
20.
20.1
Action if the Complainant is Dissatisfied

If the complainant disagrees with the decision or feels that the procedures were not properly applied, then they may refer the matter to the Headteacher who may seek external advice in confidence and/or legal advice. The Headteachers decision on the outcome of such a referral is final.
20.2
21.
21.1
Monitoring, Evaluation and Review

ARK Schools will review this policy at least every two years and assess its implementation and effectiveness. The policy will be promoted and implemented throughout the ARK school.
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WHISTLE BLOWING
1.
1.1
Introduction
There is a balance to be struck between the right of an employee to speak freely on a range of matters and the right of ARK Schools or its employees to protect themselves against false and malicious accusations. A whistle blowing procedure establishes a way in which concerns about malpractice may properly be raised in the school and if necessary outside the school.
1.2
2.
Definition
Whistle blowing is the reporting by workers or ex-workers, of wrongdoing such as fraud, malpractice, mismanagement, breach of health and safety law or any other illegal or unethical act either on the part of management, the Governing Body or by fellow employees. Workers may include contractors and agency workers.
3.
Principles supporting the procedure
1.1Create an ethical, open culture: Write, publish and communicate a code of conduct. 1.2 Establish safe routes for communications of concerns: Appoint individuals or a group outside the normal line management to receive complaints of irregularities or other concerns. 1.3 Protect the whistle blower: Make it clear that the school will support and not discriminate against concerned employees provided any claim is made in good faith. 1.4 Establish a fair and impartial investigative procedure: Make sure that the school responds to the concern by focusing on the problem, rather than denigrating the messenger. 1.5 Remind staff of the duty of confidentiality: The duty of fidelity is implied by the law in every contract of employment and prohibits employees from disclosing employers confidential information, unless it is in the public interest that information is disclosed or unless the Academy fails to properly consider or deal with the issue. 1.6 Safeguard against abuse of the procedure: Ensure that the malicious raising of unfounded allegations is recognised as a disciplinary offence.
3.7
Uphold the right to disclose a concern: 62
An employee has the right to disclose a concern/issue if the Academy does not deal with the matter. 3.8 Involve governors and staff in developing the procedure: To be effective there should be a sense of organisational ownership of a whistle blowing procedure. 1.1Review: Ensure there is a review mechanism using the feedback from who may have the whistle blowing procedure.
4.
4.1
Legislation
The Public Interest Disclosure Act 1998 is designed to protect whistle blowers from detriment and unfair dismissal. The people protected by the Act include workers, employees, third party contractor staff, agency workers and work experience providers. Students may also have information which should be raised in the public interest and there should be proper procedures in place for them to air their concerns; e.g. a students complaints procedure.
4.2
5.
5.1
The Procedure
All parties need to agree that the issue raised will be kept confidential while the procedure is being used. The person raising the concern should: i Raise their concern with their line manager or the Headteacher. This may be done orally or in writing. The employee raising the concern has the right to have the matter treated confidentially. If the line manager believes the concern to be genuine and that it is appropriate to use the Whistle Blowing procedure, the manager should contact the Clerk to the Governing Body (the Assessor). Should it be alleged that the Clerk to the Governing Body is involved in the alleged malpractice, a senior manager should be asked to act as Assessor. If the Representative feels unable to raise their concern with their line manager or the Headteacher in the first instance, they may contact the Assessor direct. If this occurs the Representative will be asked to justify why they feel unable to raise the concern with their line manager or the Headteacher.
5.2
ii
iii
iv
5.3
The Assessor should: i interview the Representative within seven working days, in confidence, or earlier if there is an immediate danger to loss of life or serious injury; 63
ii
obtain as much information as possible from the Representative about the grounds for the belief of malpractice; consult with the Representative about further steps which could be taken; inform the Representative of appropriate routes if the matter does not fall within the Academys Whistle blowing Procedure; report all matters raised under this procedure to the Governing Bodys Responsible Officer (an ARK Schools Board of Directors representative).
iii iv
5.4
At the interview with the Assessor, the Representative may be accompanied by a recognised trade union representative or a work colleague. The Assessor may be accompanied by a member of the school staff to take notes. Within ten working days of the interview, the Assessor will recommend to the Headteacher one or more of the following: i ii iii iv v the matter be investigated internally by the school; the matter be investigated by the external auditors appointed by the school; the matter be reported to the Department for Education and Skills; the matter be reported to the Police; the route for the member of staff to pursue the matter if it does not fall within this procedure; or that no further action is taken by the school.
5.5
vi 5.6
The grounds on which no further action is taken include: i the Assessor is satisfied that, on the balance of probabilities, there is no evidence that malpractice has occurred, is occurring or is likely to occur; the Assessor is satisfied that the Representative is not acting in good faith; the matter is already (or has been) the subject of proceedings under one of the schools other procedures or policies; the matter concerned is already the subject of legal proceedings, or has already been referred to the police, the external auditors, the Department for Education and Skills or other public authority.
ii iii
iv
5.7
Should it be alleged that the Headteacher is involved in the alleged malpractice, the Assessors recommendation will be made to the Responsible Officer of the Governing Body. The recipient of the recommendation (Headteacher or Responsible Officer) will ensure that it is implemented unless there is good reason for not doing so in whole or in part. Such a reason will be reported to the next meeting of the Governing Body. 64
5.8
5.9
The Representatives identity will be kept confidential unless the Representative otherwise consents or unless there are grounds to believe that the Representative has acted maliciously. In the absence of such consent or grounds, the Assessor will not reveal the identity of the Representative except: i ii iii where the Assessor is under a legal obligation to do so; where the information is already in the public domain; on a strictly confidential basis to a solicitor for the purpose of obtaining legal advice where it is essential that the Representative provides evidence at a disciplinary hearing or other proceedings.
iv
5.10
The conclusion of any agreed investigation will be reported by the Assessor to the Representative within twenty eight days. All responses to the Representative will be made in writing and sent to the Representatives home address. If the Representative has not had a response within the above time limits, he or she may appeal to the schools external auditors, but will inform the Assessor before doing so. The Representative may at any time disclose the matter on a confidential basis to a solicitor for the purpose of taking legal advice.
5.11
5.12
5.13
6.
6.1
Malicious Accusations
Deliberately false or malicious accusations made by a Representative will be dealt with under the schools disciplinary procedure.
7.
7.1
External bodies
Whistle blowing to an external body without first going through the internal procedure is inadvisable without compelling reasons. A reason may be that the Representative is not content with the conclusion of the Assessor. In particular, this means being careful about what is said to the media. Compelling reasons could be the involvement of the senior managers, serious health and safety issues or possible discrimination. The external bodies which could be used are: i ii iii iv v Department for Education and Skills Member of Parliament National Audit Office Health and Safety Executive. Police
7.2 The academy will ensure the Representative is protected from any form of victimisation or discrimination.
65
66
PREMISES
ACADEMY OFFICE ACADEMY MONEY EMERGENCIES
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ACADEMY OFFICE
The school office will hold the school diary, as well as all policies, staff and pupil records, telephone directory for staff and all other documentation related to the school. The office hours are 7:45am to 5:00pm.
Visitors to the School

If staff arrange for any visitors to come to the school they should inform reception, well in advance, when they are expected. Staff should also inform their visitors prior to arrival that when they come onto the school site they should first of all go to reception. This should be the case even when visitors know the site well. All visitors will be asked to sign in that they have arrived and will be issued with a visitors badge. They should wear their badge at all times on the site. Reception will contact staff to say the visitor has arrived. Staff should then meet the visitor at reception. On completion of the visit all staff should remind their visitor of the need to sign out. If necessary the visitor should be escorted back to reception to ensure this and that the badge is handed back in. If a visitor arrives to see a member of staff and they have not been contacted by reception and they have not got a badge then staff should ask if they signed in. If they have not they should be taken to reception so this process can be completed. If staff see any adult on site without an identification badge they should stop the individual and ask if they can help them. If they are a visitor to the site staff should ask if they have signed in and who they are here to see. If they have not signed in they should be escorted back to reception where the staff they are here to see will be contacted. Should any visitor refuse to go to reception or behave in a way that is of concern, staff should inform a member of SLT as soon as possible.
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ACADEMY MONEY
The school Finance and Resources Manager is Wendy Mercer. Ordering Stock and Equipment Procedures and Dates. All orders must be made on the standard order requisition form which will be provided from the School Business Manager by email. An order will not be placed unless a standard order requisition form has been completed and signed by the Headteacher and suppliers have been instructed not to supply goods unless they receive an official order form from the academy. Requisition forms will be checked against the outstanding budget and will be returned to the person making the request if there is insufficient remaining budget to cover the cost of the items requested. It should not be left until the end of term before ordering supplies. The last dates for order requisitions will be notified by the Business Manager before the half-term break each term. The administration team will take delivery of supplies ordered and sign for them and then check the goods against the delivery note and report any discrepancies/shortages to the Business Manager immediately. Each item should be ticked and delivery note signed, then given to the Business Manager so that invoices can be posted for payment. All suppliers have been asked to address invoices to the Business Manager to ensure that they are processed promptly but if any invoice is sent to another member of staff in error it should be immediately passed to the Business Manager. Staff receiving deliveries need to arrange with the site manager for any goods delivered to be removed to stock cupboards/subject rooms as soon as possible. Where necessary, goods should be security stamped and all items need to be recorded in the inventory held by the Business Manager. Any incidence of invoices or goods being received for which an order has not been raised will be reported to the Headteacher. All goods and services must be ordered using a standard requisition form to ensure budgets are appropriately managed and controlled.
Security
The Site Manager will oversee this, reporting directly to the Headteacher. Try to avoid working alone in isolated parts of the building, especially outside normal working hours or during the holidays. Always notify the Site Manager when you are working during the holidays and let him know when you leave the building.
Swipe Card/Fob
All staff will have a swipe card/fob to access entry to the school building and staff only areas.
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Dealing with intruders

If you see anyone without a visitor's badge, ask them in a friendly way their reasons for being on the school premises and direct them politely but firmly to the school office. All visitors should be wearing a visitor's badge. If they refuse to follow your instruction, inform a member of staff who is authorised to call the police immediately (premises manager, administration officer, Headteacher). Try to remain calm and avoid raising your voice or being drawn into an argument. Take note of the description of any intruders and any conversation which you might have had with them. All incidents must be reported to the Headteacher.
Lost property
The school cannot be responsible for expensive equipment (e.g. Personal stereos, computers, iPods etc) and these must not be brought to school. Children should not wear expensive coats to school and all items of clothing, water bottles and lunch boxes should be labelled. The learning mentors and site manager are in charge of lost property. Property can only be collected before and after school. A lost property cupboard is located in the school office.
Health and Safety

Children should never be left unsupervised, whether in a classroom or waiting in the corridor. If a child is missing, for example, s/he has not returned from the playground or toilet, please inform the school office immediately. An additional handbook Health and Safety on Off-Site Visits is available at the school office.
First aid
Please take any children who are ill or hurt to the learning mentors. Routine illnesses should be dealt with by the first aid trained staff in the first instance. All incidents requiring first aid must be recorded in the schools accident book which is kept in the school office and a medical attention note must be completed to inform parents of their childs injury. First Aid Boxes should go out every playtime and dinnertime.
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EMERGENCIES
Fire
Fire regulations are posted in each of the classrooms and offices. Please familiarise yourself with the regulations. In the event of a fire, staff must: Shut all the windows while the children line up Lead the children out in a calm and orderly manner to the designated area Assist other staff by helping to escort the children to safety if they are not teaching Ensure the children line up in class and year order and take the register. Registers are collected and taken out by the administration officer. Ensure that pupils stay in quiet, orderly lines throughout the roll call period. This may mean several minutes after the building has been checked and declared safe by the Headteacher. No class should return to the building until officially dismissed by the Headteacher. Supervise the doors for readmission to the building if they are not class teachers The site manager will check the whole building
Critical Incidents
To be confirmed. A local evacuation site will be identified as soon as possible, to be agreed with the local authority.
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Staff Handbook 2013-2014

ARK Tindal Academy Primary Staff Handbook 2013-2014

ARK TINDAL PRIMARY ACADEMY STAFF HANDBOOK 2012-2013 CONTENTS

INTRODUCTION .............................................................................. 3 ACADEMY INFORMATION .......................................................... 3 THE ACADEMY DAY ...................................................................... 3

ARK Tindal Academy Primary Staff Handbook 2013-2014

All staff can be contacted via the email: initial.surname@arktindalprimary.org

ARK Schools Vision

Who we serve our community

ACHIEVING SUCCESS VISION

Commitment and involvement

THE ACADEMY DAY

Meeting Attendance Targets

ARK Tindal Primary Academy Staff Handbook 2012-2013

ARK Tindal Primary Academy Staff Handbook 2012-2013

ARK TINDAL ACADEMY CLASS CHECK LIST

ARK Tindal Primary Academy Staff Handbook 2012-2013

ARK Tindal Primary Academy Staff Handbook 2012-2013

ASSESSMENT & REPORTING

Timetable for assessment

ARK Tindal Primary Academy Staff Handbook 2012-2013

What targets will be set?

Target setting process

Pupil progress meetings happen every half term.

Reporting pupil progress

ARK Tindal Primary Academy Staff Handbook 2012-2013

Foundation Subjects/Areas of learning

ARK Tindal Primary Academy Staff Handbook 2012-2013

Day Monday Tuesday Wednesday

Key words Key words

Mental Maths and Spellings

Reading x 10 minutes and

Reading x 10 minutes and

Reading x 10 minutes and

Mental Maths and Spellings

Thursday Reading x 10 minutes and Friday Reading x 10 minutes

Mental Maths and Spellings

ARK Tindal Primary Academy Staff Handbook 2012-2013

Reading x 10 minutes Reading x 10 minutes

Key words Key words

Phonics Phonics Mathematics Must be contextualised

FEEDBACK AND MARKING

S work was supported

I work was independent

G work was completed as a group

Ark Tindal Primary Academy Presentation Policy

ARK Tindal Primary Academy Staff Handbook 2012-2013

ARK Tindal Primary Academy Staff Handbook 2012-2013

ARK Tindal Primary Academy Staff Handbook 2012-2013

BEHAVIOUR AND DISCIPLINE

ARK Tindal Primary Academy Staff Handbook 2012-2013

INDIVIDUAL AND CLASS REWARDS

Gold zone board

ASPIRE of the week.

Attendance and punctuality:

ARK Tindal Primary Academy Staff Handbook 2012-2013

ARK Tindal Primary Academy Staff Handbook 2012-2013

Repetition of stages 1, 2, 3 behaviour

ARK Tindal Primary Academy Staff Handbook 2012-2013

ARK Tindal Primary Academy Staff Handbook 2012-2013

School Action Plus

Gifted and Talented

The ARK Special Educational Needs and Disability Policy

ARK Tindal Primary Academy Staff Handbook 2012-2013

ARK Tindal Primary Academy Staff Handbook 2012-2013