To provide a calm and orderly learning environment in which good behaviour results from self-discipline and care and respect for others.
At saltash.net community school we believe that high standards of behaviour are essential at all times. The vast majority of our students understand this and respond accordingly. Good behaviour extends far beyond the classroom and should permeate all aspects of school life.
We firmly believe that the best form of discipline is self-discipline, based on common sense and respect for each other.
The school’s Code for Learning, written by the students, aptly summarises expected behaviour (See Appendix IV). An understanding of the Code for Learning is vital and all students joining the school will discuss the Code as part of their induction process.
In any large organisation the need for an orderly life should be clear to every individual within it. This document sets out our expectations and the sanctions which the school will use should pupils fail to meet the expectations of the school community.
Staff of the school recognise that praise, encouragement and realistic expectations are key motivators to students’ success, but that at times sanctions will be necessary.
Staff accept that they have a collegiate responsibility for discipline and will endeavour to uphold the expected standards at all times.
Before children join the school parents will be asked to sign a Home-School Agreement indicating that they support this Behaviour Policy.
Failure to sign does not exempt students in any way from sanctions agreed by the school.
Communication between home and school is essential to maintaining good discipline. Parents will be contacted before a problem becomes a major concern. When parents, students and staff are all working towards the same goal a positive partnership will result, enabling us to provide an environment in which all students can reach the highest standards and feel safe and happy at school.
saltash.net community school has a distinctive school uniform. We ask for parents’ support in ensuring that all students in Years 7 – 11 wear the correct uniform to and from school as well as during the day. There is no uniform in the Sixth Form but we insist that senior students are dressed appropriately for the activities of the school day. All items of school clothing must be clearly named.
- A pale blue polo shirt with our school motif. A black sweatshirt with school motif or a black fleece with a full length zip and school motif. (Cardigans are not part of our school uniform.)
- Smart black tailored school trousers, knee-length tailored black skirt or black knee length tailored shorts may be worn. Jeans-style trousers and leggings are not acceptable.
- Black or white socks.
- Black or flesh coloured tights.
- Flat heeled completely black shoes, with covered heels and toes.
- School hooded sweatshirts for Year 11 only are agreed annually by the Head of Year and students will be informed accordingly.
Kit for PE and Games
- Gold and black reversible rugby/football jersey for outdoor activities.
- Gold and black polo shirt for indoor activities.
- Black shorts.
- Long black football/rugby socks for outdoor activities.
- White ankle socks for indoor activities.
- Football boots (all boys for PE plus any girls that want to represent the school at football).
- Gum shield for rugby (all boys, some girls will play rugby in Year 8).
- Shin pads for football (both boys and girls).
- Waterproof jacket, warm hat, thermal top, towel, change of underwear (all optional for wet/cold weather).
- Any student with long hair will also be required to tie it back before taking part in PE/Games.
- Outdoor clothing should be sensible and smart.
- Coats and hats should not carry any offensive or inappropriate logos.
- Outdoor clothing must not be worn in classrooms or during assemblies and registration.
- Hats must not be worn inside the building.
- Unnecessary items of equipment and clothing should not be brought to school.
- The only jewellery allowed in school is a watch and one simple pair of small studs or sleepers in ear lobes.
- Exaggerated hairstyles or an unnatural hair colour are not acceptable.
- Any student wearing very obvious make-up, for example, heavily made up eyes, cheeks or lips, or wearing nail varnish, will be instructed to remove it.
Misdemeanours will be given for failure to wear correct uniform. Three misdemeanours will result in a detention.
If students forget all or part of their PE kit they must inform a member of staff at the start of the lesson. Some alternative kit may be found and used.
The following sanctions will be applied if no kit or explanatory note from home is brought:
- 1 Kit fault Misdemeanour and detention with the member of staff
- 2 Kit faults Head of Department detention
- 3 Kit faults School detention
- 4 Kit faults Student will be placed in ISU
Each student will have their kit faults ‘reset’ at the end of each half term block. Parents of persistent offenders will be contacted by letter and asked to come into school.
Behaviour in lessons and registration
- Students will arrive at lessons on time.
- Students will enter the classroom, sit down in their places, preparing themselves quietly and sensibly for the start of the lesson. Before entering specialist rooms students will line up on one side of the corridor to await the teacher’s permission to enter.
- Bags and coats will be deposited according to the teacher’s instruction.
- Registers will be taken in silence.
- Students only leave their seats with the teacher’s permission.
- Students will be attentive and courteous to their peers and staff.
- Student responses must be appropriate.
- Correct equipment, books and materials will be brought to each lesson (see list below).
- All equipment, books and materials provided by the school must be kept in good condition.
- A charge will be made for any loss or wilful damage.
- Students must behave in a safe and sensible manner, following the teacher’s instructions.
- At the end of a lesson materials will be packed away on the teacher’s instructions.
- Seats will be placed under tables or benches, or if instructed by the teacher stacked or placed on tables at the end of the day.
- Staff will dismiss students promptly at the end of a lesson.
- Students will leave rooms in an orderly manner.
Materials essential for learning
- Pencil sharpener
- Bag for books
- Coloured pencils
- Pencil case
- Protractor/Angle measurer
- Scientific calculator
Movement around the school
Movement around the school
Our school is popular and oversubscribed: this can lead to over-crowding, with inadequate space in corridors and Year areas.
To ensure safety at all times it is essential that students move around the school sensibly, following agreed routes.
- A keep left rule will be followed at all times.
- All notices indicating up/down will be adhered to; approved routes will be followed during fire procedures.
- Students must not run or push in corridors at any time.
- Students will walk in single file in corridors.
- Bags must never obstruct corridors or stairs.
- Bags will be carried sensibly to avoid injury to others.
- Good manners e.g. holding doors open for others are expected at all times.
- Students should not use the road which gives access to the rear car park; approved routes will be followed during fire procedures.
- Students should not be in the vicinity of car parks at any time; approved routes will be followed during fire procedures.
Behaviour during the school day
- No student in Years 7 – 11 will leave the premises at break time.
- Only students whose parents have given the school signed notification will leave the premises at lunchtime and they must carry their permit when off site.
- In all other circumstances a phone call or, preferably, a note from parents will be necessary before a student is allowed to leave the premises. All students in Years 7 – 11 must sign in or out at Reception when arriving or leaving the premises at times other than the start or end of the school day.
- Students who have parents’ permission to be off site at lunchtime will behave in an acceptable manner, showing respect for members of the local community and their property. Students must go home for lunch and not visit shops to purchase lunch.
- The school can take no responsibility for the safety of students before 8.25 am when staff supervision begins.
- The school can take no responsibility for the safety of students after 3.10 pm unless students are attending a supervised after-school activity.
- Students should remain in their year areas or the school Hall until the 8.35 am bell.
- Students should move promptly to tutor base at 8.35 am and to the Period 5 lesson at 1.55 pm.
- Food and drink may only be consumed at break and lunchtime in designated areas, i.e. Dining Room, Hall, Year 10 and 11 areas or outside.
- On fine days students in Years 7-9 will go outside at break and lunchtime to their designated playgrounds.
- Litter or food must not be dropped.
- Chewing gum must not be brought to school.
- Behaviour at all times should reflect the ethos of the school, with students having respect for the school community and its environment.
Travel and school visits
Travel to and from school
- Students should be aware that they are representing their school from the moment they leave home in the morning until the moment they arrive home in the evening.
- Behaviour should therefore be appropriate at all times, having due regard to members of the local community and their property.
- Correct school uniform must be worn to and from school as well as during the school day.
- Any infringements of school procedures will be dealt with in the same way as misdemeanours inside the school grounds and buildings.
- Students riding bicycles or mopeds to school must be in receipt of a permit issued by the Head or Assistant Head of Year and must at all times ride/drive safely and sensibly. Bicycle helmets must be worn. Failure to do so will result in withdrawal of the permit. Bicycles and mopeds must be locked and left in the approved locations. Only Years 12 and 13 students may park their mopeds on the school grounds. Year 11 students riding mopeds must park them on the adjacent road.
- Good behaviour on school buses is of paramount importance and is clearly set out by the Local Authority.
- Sixth Form cars must not be brought into school grounds but may be parked on the adjacent road.
Failure to behave appropriately will result in travel permits being withdrawn, and parents being responsible for their child’s transport to and from school.
Behaviour on school visits
At all times on visits and activities out of school (including residential visits and exchanges) students should be aware that they are representing the school.
Correct behaviour, showing courtesy to members of the public, is essential.
Instructions given by school staff or accompanying instructors must be followed at all times. Any misbehaviour will be dealt with as appropriate by staff in charge of the visit, with follow-up action being taken on return to school.
Parents must be aware that should a student’s behaviour on a school residential visit give serious cause for concern, parents will be expected to collect their child from the visit to return home immediately (or from the port of entry to the UK if on a foreign visit). It is unlikely that such a student will be allowed to take part in any future residential visit during the rest of their school career.
The parents of anyone misbehaving will be informed and a warning given.
Behaviour towards staff and Homework
Behaviour towards staff
The school’s Code for Learning implies that individuals will treat each other with respect and consideration.
On no occasion should inappropriate language be used. Students would not expect any member of staff to swear at them; similarly, it is unacceptable for students to swear at a member of staff (teaching or support).
Any student who swears at a member of staff will normally be excluded from school for one day or, in exceptional circumstances, placed in isolation for one day. Any further similar incident will be treated very seriously following discussion with parents and senior staff.
Any act of violence towards a member of staff will normally result in permanent exclusion from school.
At saltash.net community school we believe that homework encourages students to develop the skills necessary to succeed in their studies. The completion of homework encourages self-discipline and gives students an opportunity to work independently, without constant supervision by staff.
All students in Years 7-13 are issued with planners which are used to record the homework set and also the deadlines for completion.
A small number of students with learning difficulties are issued with homework statements by the Special Needs Department. These statements outline the amount of homework individual students should be expected to complete.
The amount and style of homework will vary from subject to subject. Tasks set will include research, quiet reading or learning and will not always result in a piece of written work. There will be rare occasions in certain subjects or at certain times of the year when it will not be appropriate for homework to be set.
As a general guideline students should expect to receive homework as follows:
Years 7 & 8 45 to 90 minutes a day
Year 9 1 to 2 hours a day
Years 10 & 11 1½ to 2½ hours a day
Details of Sixth Form requirements are given in the Sixth Form brochure and are made clear to students on entry to the Sixth Form.
Failure to complete homework is taken very seriously with the issue of misdemeanours and detentions. In cases of persistent failure to complete homework parents will be asked to come into school to discuss the matter.
At saltash.net community school we believe that all students have the right to be educated in a supportive environment free of oppression and abuse. It is the responsibility of all who work and learn here to ensure that this is possible.
Bullying is deliberate, hurtful behaviour which is repeated often over a period of time.
This policy has been written by our School Council; who received significant training; so that it holds true meaning and worth to the students it is designed to protect.
The guiding principles our School Council believe are that:
- Students should feel comfortable both inside and outside of school.
- Everyone must feel equal/valued.
- Everyone should have someone to talk to.
- There should be consequences/sanctions.
- Issues should be dealt with sensitively.
- The victim should be involved if they wish to be.
- There should be follow up in the future.
ULTIMATELY IT WISHES FOR THE INCIDENT OF BULLYING TO STOP.
Bullying can take many forms. The forms of bullying that we record at saltash.net community school are listed below. The order is not significant.
Type of Bullying
- Bullying Young Carers/Children in Care
- Appearance or health condition
- Race, religion or culture
- SEN or disabilities
- Sexist or sexual bullying
- Sexual orientation
- Cyber bullying
- Name calling
- Physical violence
- Written derogatory comments
In addition we record when and where the bullying took place. Those students and staff who were involved will also be recorded. This information is requested by Cornwall County Council for central records.
Reasons for challenging bullying behaviour
The safety and happiness of students: When students are bulled their lives are made miserable. They may suffer injury. They may be unhappy about coming to school. Over time they are likely to lose self-confidence and self-esteem.
Educational attainment and achievement: The unhappiness of bullied pupils is likely to affect their concentration and learning. Some children will avoid bullying by not coming to school; opportunities for social interaction and involvement in extra-curricular activities will suffer.
Providing a model for helpful behaviour: If students observe bullying behaviour apparently going unchallenged, other students may learn that bullying is a quick and effective way of getting what they want. Those students who are being bullied may interpret the school’s inaction as condoning unacceptable behaviour.
Of course the main reason is that we all know that bullying is wrong. It is all of our duty to not tolerate bullying. We must all ensure that our reaction to it does not condone such behaviour or reward the bully with the satisfaction that they seek from their action.
We need to look out for each other and not assume that somebody else will report it or deal with it. We are a telling school; we care about each other so we all tell someone if we are aware of bullying. We’d rather have three reports about bullying that are basically the same than none at all!
What we do to prevent bullying
Everyone involved in the life of our school must take responsibility for promoting a common anti-bullying approach by being supportive of each other, providing positive role models and conveying a clear understanding that we disapprove of unacceptable behaviour towards others. All members of the school community are expected to report bullying.
Staff have a vital role to play as they are at the forefront of behaviour management and supporting students’ sense of wellbeing. Tutors know their students the best and should build a relationship involving mutual support, trust and respect.
All staff will:
- Stick to our school’s behaviour policy.
- Provide students with a good role model and behave in a respectful and caring manner to students and colleagues.
- Endeavour to help students build self-esteem, self-confidence and assertiveness.
- Raise awareness of bullying through stories, role-play, discussion, peer support, School Council, Personal Development (PD) and assemblies.
- Emphasise that it is the bullying behaviour that we dislike and not the bully.
- Students should be involved in the solution to the bullying, especially the victim, but only if they wish to be.
- Bullying can be reported to any adult within the school community; particularly form tutors and pastoral team leaders.
- Bullying can be reported to Year Reps who will assist in making sure the situation is reported to an appropriate adult.
- Bullying can be reported via email to HeadsOfYear@saltashcloud.net. This will automatically be sent to Heads of Year. It is important that names are provided to enable follow-up.
Reacting to an incident of bullying
- All incidents of bullying will be recorded on SIMS, as per the list of ‘types of bullying’ earlier in this policy. This record is available to external agencies and Cornwall County Council and will continue to be kept after students have left our school.
- If the bullying involves the inappropriate use of technology then an e-safety log will also be completed.
- When an incident of bullying occurs our school will deal with the situation on an individual basis.
Strategies may include:
- Talking through the incident with the bully and the victim.
- Helping the bully and the victim express their feelings.
- Discussing strategies for making amends – mediation with a member of the Inclusion Team.
- Restorative justice via our ‘Police Youth Intervention Officer’.
- Counselling via our internal counsellors.
- Referral to an external agency.
Sanctions may include:
- Time out of the classroom.
- Removal of privileges, eg, break time, internet access.
- Formal letter home.
- Meeting with staff, parents and student.
- Pastoral support plan.
- Internal exclusion (ISU).
- Fixed-term exclusion.
- Permanent exclusion.
Once an occurrence of bullying has been resolved it will be followed up after a period of time to ensure that there has been no re-occurrence and that lessons have been learnt.
Information for parents
Common symptoms of bullying include:
- Frightened walking to and from school.
- Doesn’t want to catch the bus to school.
- Changes their routine.
- Becomes unwilling to go to school.
- Becomes withdrawn, anxious or lacking in confidence.
- Feels ill in the mornings: headaches, stomach pain.
- Comes home dishevelled with torn clothing.
- Possessions missing or damaged.
- Asking for or stealing money.
- Unexplained bruises or cuts.
- Becomes unusually aggressive or disruptive.
- Stops eating.
- Bullies other children or siblings.
- Won’t say what is wrong.
- Afraid to use the internet or their mobile phone.
- Nervous and jumpy if a cyber message is received.
- Becomes clingy.
- Disturbed sleep.
Of course any of the above could be due to many other reasons but it is worth being aware. It can be helpful to ask questions about progress and friends at school; how break times and lunchtimes are spent and whether your child has any difficulties at school. Please contact the school if you are worried.
Policy for Substance Education and Incident Management
Section 1: Introduction and Context
- This policy has been drawn up in consultation with staff, governors and students. There are also mechanisms for involving key external agencies, eg Careers South West, the police, etc. The Head of PD regularly monitors the effectiveness of the policy through the drugs and substance education work done with students.
- The policy will become due for review every 3 years, although changing local or national circumstances may prompt an earlier review.
Definitions and Terminology
The definition of a drug given by the United Nations Office on Drugs and Crime is: a substance taken by a person that changes the way he/she feels, thinks or behaves.
The term ‘drugs’ and ‘drug education’ is used throughout this document to refer to:
- all illegal drugs (those controlled by the Misuse of Drugs Act 1971)
- all legal drugs, including alcohol, tobacco, volatile substances (those that give off a gas or vapour which can be inhaled – solvents), ketamine, khat and alkyl nitrites (known as poppers)
- all over-the-counter prescription medicines.
The Purpose of this Policy
The majority of young people of school-age have never used an illegal drug. Most will, at some stage, be occasional users of drugs for medicinal purposes and many will try tobacco and/or alcohol. Some will continue to use on a regular basis. There are complex motivations behind a young person’s decision to first experiment with alcohol, tobacco, volatile substances or illegal drugs. However, very few of those who experiment with illegal drugs will go on to be problem drug users. All students are likely to be exposed to the effects and influences of drugs in the wider community and be increasingly exposed to opportunities to try both legal and illegal drugs.
So, like every other school, we at saltash.net community school, have a responsibility to educate all our students so that they grow up safely and healthily in a drug-related society, and to have in place a policy on how we respond to drugs-related incidents.
The development of life skills are enshrined in the school values of responsibility, compassion, fairness, respect, honesty and perseverance and these are referred to throughout the taught and ‘hidden’ curriculum.
Where and to Whom this Policy Applies
- This policy applies to all staff, students, parents/carers, governors and partner agencies working with the school. The possession, use or supply of illegal and other unauthorised substances within school boundaries is unacceptable.
- The limits of ‘school boundaries’ are defined as all areas within the school premises and perimeters, including journeys in school time, work experience and day and residential trips. Where rules relating to students’ or staff use of alcohol or tobacco change according to different school trips, this will be documented and clearly communicated to and understood by students, parents/carers, staff and other key people.
- This policy has been developed in conjunction with the school’s Behaviour Policy.
The School’s Stance towards Substances, Health and the Needs of Students
- At saltash.net community school we feel that our approach to drugs and substance misuse will be most effective when it is addressed by the whole school community and is consistent with the school’s values and ethos. Drug education is part of a well-planned programme delivered in a supportive environment, where students feel able to engage in open discussion and feel confident about asking for help if necessary. Staff have access to appropriate training and support.
- Illegal drugs have no place at saltash.net community school. We operate a policy of zero tolerance to drugs on our premises.
- Some students may need to take medicines that have been prescribed for them. There are clear guidelines for their safe-keeping and administration. This also applies to non-prescribed medicines, such as paracetamol and hay-fever tablets. (See Appendix on Medical Emergencies)
- The first concern in managing substances is the health and safety of the school community and meeting the pastoral needs of students. We are always aware that some students are more vulnerable to substance misuse and our pastoral system, supported by local agencies, where necessary, continues to provide a supportive and safe environment. We are also aware of the impact that parental or family members’ substance misuse can have on a child and their education and are constantly alert to behaviour which might indicate that a child is experiencing difficult home circumstances.
Staff with Key Responsibility for Substance-related Issues
- The Head of PD is responsible for drawing up and revising the school’s drug education policy. Lessons on drugs and alcohol are taught by a small team of dedicated PD teachers.
- The responsibility of the Incident Management Policy lies with the Headteacher and Governors, in consultation with other key staff, including the Head of PD, the Healthy Schools Co-ordinator and the pastoral team.
The Role of Governors
- Governors are kept informed on substance-related issues as they affect the school.
- Governors take an active role in policy review, including the substance education programme, and contribute to any case conferences called, exclusions or appeals against exclusions.
The Context of the Policy and its Relation to other Policies
- This policy links with other written school policies, eg behaviour, healthy schools, health and safety, confidentiality, pastoral, bullying, school visits, visitors, PD and child protection.
Location and Dissemination
- The policy is disseminated to staff through the staff handbook which is up-dated annually. A copy is kept with the Headteacher, the Head of PD and all other relevant staff.
- Parents are informed of the policy through the school prospectus, information evenings and other communication, as necessary.
- Students are informed of the policy, and its implications, as part of their induction and through the taught programme in their PD lessons, utilising discussion, critical thinking and citizenship skills.
- A Drugs Disposal Register, No 02051, (provided by Devon and Cornwall Police) is located with Mr Bond.
Section 2: Substance Education
Through PD, all students are provided with accurate information about legal and illegal substances and their effects so that they are better equipped to make decisions about their use. Through the taught programme, we enable our students to develop and practice skills in dealing with potentially hazardous situations and help them to identify sources of available support. In addition we work with other East Cornwall schools in partnership with Devon and Cornwall Police. We invite the police in to lead assemblies and drugs education sessions and to bring into school the Passive Drug Dog. Our duel emphasis is always on keeping our students safe.
Drug education is seen as a major component of drug prevention. Drug prevention aims to: minimise the number of young people engaging in drug use; delay the onset of first use; reduce harm caused by drugs; and enable those who have concerns about drugs to seek help.
The aim of drug education is to provide opportunities for students to develop their knowledge, skills, attitudes and understanding about drugs and appreciate the benefits of a healthy lifestyle, relating this to their own and others’ actions. We work closely with agencies such as the police, Careers South West, AA, Kernow Positive Support, etc.
The specific objectives of drug education here at saltash.net community school are to increase students’ knowledge and understanding and clarify misconceptions about:
- the short- and long-term effects and risks of drugs;
- the rules and laws relating to drugs;
- the impact of drugs on individuals, families and communities;
- the prevalence and acceptability of drug use among peers;
- the complex moral, social, emotional and political issues surrounding drugs.
To develop students’ personal and social skills to make informed decisions and keep themselves safe and healthy, including:
- assessing, avoiding and managing risk;
- communicating effectively;
- resisting pressures;
- finding information, help and advice;
- devising problem-solving and coping strategies;
- developing self-awareness and self-esteem.
To enable students to explore their own and other people’s attitudes towards drugs, drug use and drug users, including challenging stereotypes, and exploring media and social influences.
The content of the substance education programme has been drawn up with reference to the frameworks for PSHE (Personal Wellbeing), Citizenship, Every Child Matters and National Curriculum Science, together with an awareness of local and national issues.
Our taught programme, which includes the DICE (Drugs Informed Choice Education) and ‘Know Limits’ (alcohol) packs, is delivered to all years and all abilities and, specifically, covers the following:
- The school policy and rules
- Definition of a drug
- Why people take drugs
- Different types of drugs, common names
- The effects and risks of drug-taking
- Facts about tobacco, alcohol and solvents
- Peer pressure, especially related to smoking
- Knowledge about the different types of drugs, eg stimulants, depressants, analgesic, hallucinogens, etc
- The effects of drugs on the body
- Skills for dealing with different situations
- The legal status of different drugs, the consequences of ignoring the law
- Personal and social consequences of drug use
- Influences on behaviour
- The dangers of misusing prescribed drugs
- Basic emergency aid procedure
- Personal costs of risk-taking behaviour
- Knowledge of where to gain access to help & support
- Common myths and stereotypes
- Increase in knowledge of illegal drugs and the effects and consequences of using them
- Personal attitudes towards drug users and suppliers
- Consequences of ignoring the law
- Personal responsibility
- Assertiveness skills to counter and resist pressure
- Challenging anti-social behaviour in others
- Alcohol abuse, binge drinking and FAS (foetal alcohol syndrome)
- Date rape drugs, how to keep safe
- The costs of using recreational drugs, including alcohol and tobacco
- Personal attitudes towards drug users and suppliers
- Risk-taking and personal responsibility, including drink driving
- The role of the media, including body image
- The needs of students are identified through baseline assessment of prior knowledge and understanding at the start of each taught unit. There are suitable activities in the DICE packs. Students are also consulted on the content of the programme and are regularly asked for their opinions of what they think they need to know. Establishing existing knowledge, beliefs, experiences, and what young people want to learn help to ensure that the content of the taught programme is both credible and relevant to them.
- Trends in local drug use also add to our understanding of the educational needs of our students, in liaison with Devon and Cornwall Police.
- The elements of drug education that form part of the science curriculum at Key Stages 3 and 4 are assessed in accordance of the requirements of the National Curriculum. The learning from the other elements of drug and substance misuse education is also assessed as part of overall PD provision (see PD documentation).
Methodology and Resources
The substance education programme reflects the views of students so that it is relevant and appropriate. Students are consulted when planning and evaluating the programme. Substance education shares the features of well-taught lessons in any subject. The core principles of teaching and learning are to:
- ensure that every student succeeds – provide an inclusive education within a culture of high expectations.
- build on what learners already know: structure and pace teaching so that students know what is to be learned and how.
- make learning vivid and real: develop understanding through enquiry, e-learning and group problem-solving.
- make learning an enjoyable and challenging experience: stimulate learning by matching teaching techniques and strategies to a range of learning styles.
- ppromote assessment for learning: make students partners in learning.
All drug education is delivered within a safe, secure and supportive learning environment. Group agreements, established and reviewed with the students, help to foster mutual respect and an environment in which they feel comfortable and ready to listen and discuss each other’s opinions. Ground rules cover issues such as teachers’ and students’ right to privacy and respect, and the boundaries of discussion. Students (and teachers) are discouraged from revealing any personal information that may incriminate them or others, or that they wish to remain confidential. Students are encouraged to use the third person during discussions.
Teachers ensure that all students are fully involved in the lessons by using a variety of interactive and participatory teaching methods, eg:
- action research
- mind-mapping/thought showers
- case studies
- creative writing
- external contributors
- drama visits
- formal debate
- group work
- interactive ICT
- local surveys
- media analysis
- role play/simulations
In all issues concerning drugs, we need to have regard to issues of confidentiality. Teachers cannot and should not promise total confidentiality. The boundaries of confidentiality are made clear to students (see school Child Protection Policy). If a student discloses information which is sensitive, and which he/she asks not to be passed on, the request should be honoured unless this is unavoidable in order for teachers to fulfil their professional responsibilities in relation to child protection: co-operating with a police investigation or referral to external services. Every effort is made to secure the student’s agreement to the way in which the school intends to use any sensitive information. It is sometimes necessary to invoke child protection procedures if a student’s safety is under threat or at risk.
A wide range of teaching and learning materials are used, held centrally in Room 48 (or stock room) or with individual teachers. The LA (county adviser), Healthy Schools’ experts, school nurse, Police Liaison Officer and other professionals are consulted on a regular basis to ensure all materials are current, relevant and accurate. The DICE programme is used as a basis/starting point for the delivery of planned activities in all years. Teachers ensure that materials are adapted (eg brailled, enlarged, differentiated) to meet the needs of students with special educational needs. Resources are carefully chosen to meet students’ needs, with accurate and balanced factual content. Care is taken to ensure that the content is appropriate to the needs of students in terms of language, images, attitude, maturity, understanding and knowledge required, avoiding racial, sexist and gender stereotyping.
A wide range of external contributors support substance education, eg the police, county advisers, Cornwall Healthy Schools team, AA, KPS (Kernow Positive Support) etc. Where/when visitors are working with students in the classroom, teachers should always maintain responsibility for students’ learning, welfare and safety. External contributors are never, and should never be, used as substitute teachers but, when working directly with students, they add a dimension to the drug education programme that the teacher alone cannot deliver. External contributors have a valuable role to play in supporting us as a school and working alongside teachers to extend and reinforce students’ learning. They also advise and assist in our programme planning and staff training, especially for PD staff. All necessary vetting procedure are in place before allowing someone unsupervised access to students. Whenever a visitor works with students, the value of their contribution is assessed through student feedback and evaluation and the information is shared and used to inform future work.
Section 3: Substance Management and Incident Response
Despite the efforts of all those involved in drugs education and support, both inside and outside school, incidents of substance use will occur.
The school and governing body reserve the right to consider each substance incident individually and recognise that a variety of responses may be necessary. The school will seek to balance the interest of the student(s) involved, the other school members and the local community. Permanent exclusion is seen as the last resort as it may only transfer the problem.
Drugs (all classes)
The school’s policy and procedures follow Cornwall Council’s Policy on Drug and Alcohol Misuse.
- 1. Incidents outside school hours or boundaries
- Any known incident of misuse of illegal substances outside school hours or off school premises will be reported to parents and to the police.
- As with other acts of a serious or criminal nature, any proven incident of drug supplying outside school may result in permanent exclusion from school, depending upon the nature and quantity of the illegal substance in question. Each case will be looked at individually.
- 2. Incidents in school (including on the school grounds, on school buses or school trips)
- Any student found in possession of illegal substances will receive a minimum of a5 day fixed-term exclusion from school. Parents will be asked to come into school and the police will be informed. Repetition of such an incident will result in permanent exclusion.
- Any student in possession of illegal substances with obvious intent to supply others, or found to be supplying drugs to others, may be permanently excluded from school, with immediate effect. The police will be informed.
- Any student within school who is under the influence of illegal substances or ‘legal highs’ will receive a minimum of a 5 day fixed term exclusion from school. Parents will be asked to come into school and the police will be informed. Repetition of such an incident will result in permanent exclusion.
All staff accept that the use of illegal substances by students must be dealt with quickly and with the utmost seriousness. Any reports of the use of illegal substances must be passed immediately to a member of the pastoral team or Leadership Group.
Any teacher who has just cause to search the belongings of a student must do so in the presence of another member of staff. No physical body searches will be made by teachers. In normal circumstances, if a child is deemed not to be at risk, parents will be informed and will be present if a student is to be interviewed by the police. The Headteacher or Deputy Head will decide if a student is to be interviewed by the police without the presence of a parent.
All students involved in drug-related incidents, and their parents, will be given information on where to seek advice and counselling
All communication with the media, relating to drug-related incidents, will be dealt with by the Headteacher or Deputy Head.
The use of alcohol by the young people of Saltash causes far more problems out of school hours than any other drug, legal or illegal. The school’s drug education programme, therefore, puts great emphasis upon alerting students to the dangers of alcohol (‘Know Limits’).
Students must be aware that, under no circumstances, should alcohol be brought onto the school grounds or inside the school premises, or taken on school buses or school trips. Should this occur parents will be informed and, depending on the seriousness, appropriate sanctions applied.
- Any student discovered smoking on the school site will be reported to the Head or Assistant Head of Year, who will then inform parents and recommend one day in the Internal Suspension Unit (ISU).
- If further incidents are reported, we will continue to sanction, but we hope that parents will make every effort to ensure that their child does not bring cigarettes, matches or lighters to school.
- A third episode could result in a fixed term exclusion. The Head of Year will ask parents to come into school to discuss the situation whereby their son/daughter is flouting school rules and, of course, damaging his/her personal health. A decision regarding further sanction(s) will be made in the light of overall behaviour patterns. Referral to a GP may be discussed to assist with the problem.
Whilst not illegal substances, these are potentially very dangerous and students are alerted to the dangers of abuse. Any incidents of solvent use will be treated with the utmost seriousness and sanctions applied.
Any student entering school premises under the influence of any substance will be immediately isolated and parents contacted. If illegal substances are involved, the police will be contacted.
Section 4: Training, Evaluation and Liaison
Staff Support and Training
This policy is contained in the Staff Handbook and, as such, is made available to all staff.
The school has an on-going programme for continuing professional development. Teaching materials and guidance are provided for all those delivering the PD curriculum. Whenever possible, specific CPD is arranged for key staff.
Involvement of Parents/Carers
As outlined in Section 3, parents are informed of any incidents involving illegal or unauthorised substances, providing that the student’s safety is not put at risk. In any situation where a student may need protection from the possibility of abuse, the teacher in charge of child protection will be consulted and appropriate procedures followed.
Parents are encouraged to approach the school if they are concerned about any issue related to drugs and their child. They can then be referred to sources of help, including specialist drug agencies or family support groups.
Parents are made aware of the school’s approach and rationale for drug education through the school prospectus, newsletters and information evenings (eg, Year 6 Open Evening). Their views on the education programme are sought via questionnaires and surveys.
Wherever appropriate, parents are encouraged to support their child’s learning though homework tasks, such as questionnaires and research activities.
Assessment, Monitoring, Evaluation and Reviewing
The elements of drug education that form part of the science curriculum at Key Stages 3 and 4 are assessed in accordance with the requirements of the National Curriculum. Within PD, students are involved in monitoring and evaluating the drug education programme through baseline assessment and evaluation sheets at the start and end of each unit. They all have the opportunity to say whether the learning outcomes have been achieved, what they would like to know, what worked (or didn’t) and how they like to learn. Assessment encompasses student self-assessment, peer assessment and teacher assessment. The programme is modified or amended where appropriate and where necessary.
Monitoring and evaluation of the drug education programme also takes place through a regular process of lesson observations with feedback to teachers. Students’ work is sampled as part of the process. Teachers make regular comments on the schemes of work and lesson plans and they are amended, as appropriate. Drug education and information-giving are items that feature on the agenda at regular department and pastoral team meetings, as well as Multi-Agency meetings.
Any contributions from external specialists are monitored and assessed through student evaluation sheets and post-lesson discussions, and amended as necessary.
The programme is regularly reviewed to ensure that it is totally up to date with changing local patterns of drug use and national policy.
All staff training is evaluated and reviewed, especially with regard to its impact on students’ learning and attitudes.
Student need is established through assessment within the curriculum and school records of substance-related incidents; students might require additional support if, for example:
- their knowledge about drugs is low;
- they rely upon frequent use of drugs;
- their drug use is affecting performance at school;
- their drug use is causing problems such as conflict at home;
- they feel under pressure to use drugs;
- they fall into an identified vulnerable group or are experiencing one or a number of risk factors (eg parental use of drugs, chaotic home environment, school failure, friendship with deviant peers, early age of first drug use, poor coping skills, etc);
- their drug use is impacting on their behaviour and/or emotional health.
Drug Situations - Medical Emergencies
The procedures for an emergency apply when a person is at immediate risk of harm. A person who is unconscious, having trouble breathing, seriously confused or disorientated or who has taken a harmful toxic substance, should be responded to as an emergency.
Your main responsibility is for any student at immediate risk, but you also need to ensure the well-being and safety of others. Put into practice the school’s first aid procedures. If in any doubt, call medical help.
- assess the situation
- if a medical emergency, send for medical help and ambulance
Before assistance arrives:
If the person is conscious:
- ask them what has happened and to identify any drug used
- collect any drug sample and any vomit for medical analysis
- do not induce vomiting
- do not chase or over-excite them if intoxicated from inhaling a volatile substance
- keep them under observation, warm and quiet
If the person is unconscious:
- ensure that they can breathe and place in the recovery position
- do not move them if a fall is likely to have led to spinal or other serious injury which may not be obvious
- do not give anything by mouth
- do not attempt to make them sit or stand
- do not leave them unattended or in the charge of another pupil
- notify parents/carers
For needle (sharps) injuries:
- encourage the wound to bleed. Do not suck. Wash with soap and water. Dry and apply waterproof dressing.
- if used/dirty needle, seek advice from a doctor.
When medical help arrives:
- pass on any information available, including vomit and any drug samples.
Rewards and Sanctions
At saltash.net community school we believe that students thrive in an atmosphere of positive encouragement and recognition of achievement and effort.
Our reward system covers all aspects of school life, including academic achievement and is normally recognised by the issue of commendations via SIMS.
Five commendations will lead to a BRONZE commendation issued by the Head or Assistant Head of Year. Three bronze commendations will result in the issue of a SILVER commendation by a member of the Leadership Group and three silvers, a GOLD commendation issued by the Headteacher. A second GOLD will lead to a PLATINUM commendation being issued.
Special commendations are issued at Bronze and Silver level for students who have achieved high standards in extra curricular areas.
Teaching Assistants may issue positive comments for students with special needs – 3 TA comments will lead to a commendation.
Commendations are carried forward over academic years, enabling students to achieve a Gold commendation wherever possible. Any student achieving two Gold commendations in one academic year will receive the Platinum commendation in the whole school final assembly in July.
There are various other means used to celebrate achievement. These include praise postcards, letters to individual students, mentions in the Newsletter to parents and reports in local newspapers. Please view Appendix I which was developed with the students/School Council as rewards requested by the students. These are displayed throughout the school and in planners.
On occasions individual students will not meet the expected standards of the school and sanctions will have to be used.
Misdemeanours are issued to students via SIMS. Five misdemeanours will result in the student being spoken to by the Head or Assistant Head of Year. Following 10 misdemeanours letters will be sent home and parents invited into school to discuss the matter.
Report Cards are issued to students by Heads of Departments or Heads or Assistant Heads of Year. Parents are informed when students are placed on report. These will usually be monitored by Heads of Department and Pastoral Teams.
Please view Appendix II and III which details our sanctions and when they are usually given. Whilst developed mainly with the staff, it was a response to students’ requests for consistency. It was also reviewed by students via the School Council during the summer term of 2014. These are also displayed throughout the school and in planners.
Lunchtime and After-School Detentions are also used as appropriate. Detentions at lunchtime do not require notice to parents, except in the case of a student who is expected home for lunch. Students must be given the opportunity to eat lunch. After-school detentions are set using letters home. Parents will be given 24 hours’ notice of the detention which will last for a maximum of one hour. Students must make their own arrangements to get home. If parents assure us that this is impossible, especially in the case of younger students, the school may organise a lift home. Where this is not possible the detention will change to a day in the ISU. If a letter is sent for typing for an after-school detention five days’ notice before the set date is required to ensure that the letter can be typed and arrive home to give the parent/student 24 hours’ notice. A detention may be set via a phone call home if the detention is desired sooner.
Serious or repeated incidents of indiscipline will be dealt with as they arise on an individual basis. Students may be isolated in school, given a fixed term exclusion from school or in very rare circumstances permanently excluded from school. In the case of exclusions from school LEA and national guidelines will be followed.
Every attempt will be made to contact parents during the school day or shortly after the close of school on the day when the decision to exclude has been made. If this is not possible the student will be placed in isolation on the following day until parents can be contacted.
Under normal circumstances every possible avenue of support will be explored for a student in danger of facing permanent exclusion – this will include a meeting with the parent, student, Headteacher and possibly the Chair of Governors of the School.
Adopted at the Trust Board Meeting on 15th July 2015
Rewards (Appendix I)
REWARDS (Appendix I)
We will send postcards home to praise you for something good which you have done.
This will be awarded once a ‘second gold’ has been reached. It will be awarded by the Chair of the Governors. (£10.00 voucher)
Form Of The Month
This will happen across all the Year Groups.
We will have three ‘Celebration Lunches’ each year to celebrate your achievements. For instance, they may be for the most commendations gained in each tutor group.
Commendations are electronically recorded on SIMS.
Each commendation will act as a raffle ticket and draws will be as detailed below:
- Weekly draw for a £5 voucher and a bar of chocolate
- Termly draws
1st Half – £20 voucher and a bar of chocolate
2nd Half – £15 and £30 voucher and chocolates
1st Half – £20 voucher and a bar of chocolate
2nd Half – £15 and £30 voucher and an Easter Egg
1st Half – £50 voucher and a bar of chocolate
2nd Half – £50 and £100 voucher and chocolates
Sanctions to be used by all staff and applied to all pupils (Appendix II)
|Sanction||Action Initiated By|
|A1||Speaking to student (warning)||Member of staff|
|A2||Speaking to student outside of the classroom||Member of staff|
|A3||Student placed with another teacher in another class. HOD to be informed||Member of staff|
|A4||Detention via a note in planner (lunchtime or after school)||Member of staff|
|A5||Telephone call home backed up by a note in planner||Member of staff|
|E1||Department/Pastoral detention (standard letter posted home)||Teacher/Tutor in liason with HOD/HOY|
|E2||School detention (standard letter posted home)||HOD/HOY (Admin) responsibility holders to supervise on a rota|
|E3||Internal Suspension Unit (ISU) 3 x ISU ? next time will be a fixed term exclusion||HOY|
|E4||Fixed term exclusion||HT/LG and Governors|
|E5||Permanent exclusion||HT/LG and Governors|
Summary of how actions are to be applied (Appendix III)
|Example of Behaviour||Initial Sanction|
|Refusal to cooperate||A 2|
|Answering back||A 2|
|Lack of respect||A 2|
|Rudeness and Swearing - (including gestures)|
|To staff at the school||E1 to E4|
|To other students||E1 to E4|
|Violent Behaviour - (Bullying, hitting, threatening etc.)|
|To staff||E3 to E5|
|To other students||E3 to E5|
|Distracting others/calling out||A1|
|Listening to music/using mobile phone||A2|
|Defacing books/equipment||A2 to A5 (costs to be met)|
|Lack of respect for others work||A4 to A5|
|Swinging on chairs etc||A1|
|Serious incidents could justify up to E3|
|Not done (3 strikes)||A4 to A5|
|Deadline not met (eg a project /coursework)||E1|
|Books, pens, calculator etc (3 strikes)||A4 to A5 (HOD)|
|No planner (3 strikes)||A4 to A5 (HOY)|
|Incorrect Uniform (without permit)|
|Trainers, tops, etc||A1 (Initiator to issue a misdemeanour)|
|Nose studs etc||E3 (If stud not removed)|
|Anti Social Behaviour|
|Spitting, sexual innuendo, jeering, throwing/flicking||E1 to E4|
|Repeated negative behaviour||A1 to A5|
|Dangerous behaviour||A1 to A5|
|Dangerous movement||A1 to A5|
|Leaving classroom/school site||E3|
|Lack of work produced||A3 to A5|
|Lack of participation||A3 to A5|
|Not listening||A1 to A5|
|Failure to attend 1st||E1|
|Failure to attend 2nd||E2|
|Failure to attend 3rd||E3|
|Inappropriate lateness (3 strikes)||A4 to A5|
|Wrong use of pupil services (3 strikes)||A4 to A5|
|Planner not signed by parent|
|It is the responsibility of the student to present their planner to their parent for checking and signing.||A1 with time to get the planner signed but if not successful a HOY detention A4 will be given.|
Please note: After the third strike, the sanction will apply to the 4th, 5th and 6th strikes, etc.
Code for Learning (Appendix IV)
We believe that we all have the right to learn together.
To ensure that this happens:
We must respect ourselves, each other and the environment within our classroom, our school and beyond to the whole community.
We will have the confidence to take charge of our own learning by:
- striving towards our targets and asking how we can reach the next level;
- meeting all deadlines;
- being prepared for learning with healthy bodies, positive attitudes and arriving appropriately equipped;
- listening to the views of others;
- creating a climate where we can all take risks.
We will take responsibility for developing ourselves as independent learners through becoming resilient, resourceful, responsible, reasoning and reflective in everything that we do.
We will be aware of how we relate to each other regarding:
- appropriate dress;
- appropriate behaviour;
- appreciating everyone’s unique qualities;
- our own personal standards.
We will trust, help and believe in each other as we are a TEAM and Together Everyone Achieves More.
By working in partnership with parents any potential problems should be resolved before they become serious. Parents are encouraged to contact us if they have concerns or queries. We will always do our best to resolve these as quickly as possible.
Minor complaints will be dealt with by the class teacher or tutor. If parents are not satisfied with the outcome they should contact the appropriate Head or Assistant Head of Year or Head of Department. All serious complaints should be directed to the Headteacher.
Any parent who is not satisfied with the action taken in school should contact the Chair of Governors.
Parents can contact the Education Funding Agency if they are not satisfied about the handling of their complaint.