Please enable JavaScript.
Coggle requires JavaScript to display documents.
Policies - Coggle Diagram
Policies
Equalities
Follows articles 2, 14, 22, 23 and 30 of the United Nations Convention on the Rights of the Child (UNCRC)
Aims to establish and implement good practice in equalities across all areas of school life and eliminate unlawful discrimination, promote equality and good relations between all members of the school community.
Language or behaviour that is homophobic, sexist, racist, offensive to the disabled and prejudicial language is not tolerated.
All staff have a part to play in the equalities self evaluation process.
The school makes use of ethnic and gender monitoring data to identify possible patterns and trends.
Ensures that all ethnic, pupils for whom English is a second language, traveller and refugee and asylum seeker children are not disadvantaged through cultural and linguistic bias or lack of support.
The school aims to cater for and celebrate specific cultural and religious needs of all groups. Advice is sought on specific clothing and dietary requirements.
Resources portray positive images of a range of people and cultures.
Attendance
Policy designed under Article 28 of the United Convention on the Rights of a Child (UNCRC)
All schools required to take attendance twice a day.
Aims to reduce the gaps in attendance between pupils from all protected groups, including those entitled to FSM.
Aims for a rate of 95% attendance.
Sets out clear expectations of pupils, parents and school staff.
The school celebrates good attendance, 98%+ awarded with stickers each week, the class with the best attendance receives the attendance cup, class certificate and are given 5 minutes extra playtime.
The school provides intervention to pupils and parents consistently late or with -90% attendance.
Health and safety
Fire Precautions and procedures
Fire risk assessment carried out every 3 years, and copy is kept in the Head Teacher's office.
Fire evacuation drills are carried out every term and the dates are recorded within the fire log book.
Fire action notices are displayed in every classroom and various locations throughout the school.
Designated assembly points are located in the KS2 and the Foundation Phase playgrounds.
All members of staff are responsible for ensuring the fire escape routes are clear and smoke control doors not wedged open.
Fire fighting equipment located throughout the school.
The evacuation procedures are displayed in prominent locations.
Slips, trips and falls
Ensure good housekeeping
Use suitable equipment
Clean spillages
Don't obstruct areas
Report any hazards that you cannot address
Pay attention at all times to what you are doing
Day-to-day Teacher Responsibilities
Check classrooms are safe to work.
Ensure all equipment is safe to use.
Report any health and safety issues.
Follow safety procedures.
Use protective equipment, when appropriate.
Comply with risk assessments.
Lead class to safety in the event of an evacuation.
COVID 19
Parents and carers not to walk through school and all visitors to report to reception.
School assemblies cancelled until further notice.
Clubs and sports cancelled until further notice.
Lunchtime routines adjusted, limit numbers.
Any pupils or staff showing signs have to isolate.
Digital thermometer available to detect any raised temperatures.
Increased cleaning procedures have been introduced.
Drinking fountains have been turned off.
Increased stocks of soap, tissue and paper towels.
Teachers to complete lateral flow tests twice a week.
Behaviour
Policy is designed to support all members of the school, in order to live and work together - promote good relationships.
Create positive classroom environments.
Coed Glas Way -
Ready to learn, listen, behave, challenge ourselves and do our best
Respectful of ourselves, each other, our teachers, our visitors and our environment
Safe from harm, bullying discrimination.
Pupils are aware of appropriate and acceptable behaviour by example and positive reinforcement strategies.
Strategies used - 'Good to be Green', 'Class Dojo', Class-specific rewards systems, curriculum.
Different levels of sanctions and methods of behaviour management.
Incidents to be recorded on a behavioural referral form and forwarded to phase leader.
If inappropriate behaviour continues over time an IDP will be drawn up and the following may happen; discussion between teacher/child/parent, seclusion in school, child excluded from lunchtimes, child reduced to part time timetable, fixed term exclusion, permanent exclusion.
Expectations around school - walk around school quietly, respect the learning environment, hold doors open for others and respect property and belongings.
Hierarchy of consequences - non verbal messages - tactical or planned ignoring -description of reality - simple direction - rule reminder - question and feedback - blocking/ assertive statement - choices and consequences - exit procedures.